UC-NRLF 


ISA 


SEMI-CENTENNIAL 


OF  THE 


CENTRAL  HIGH  SCHOOL 


OF 

PHILADELPHIA 


LIBRARY 

OF  THK 

UNIVERSITY  OF  CALIFORNIA. 

OIF"T  OF* 


^Received 
Accessions  No.,5~¥6^y  .        Class  No. 


) 


1838 


THE 
SEMI-CENTENNIAL  CELEBRATION 


OF  THE 


CENTRAL  HIGH  SCHOOL 


OF    PHILADELPHIA 


PROCEEDINGS   OF   THE   PUBLIC   MEETING 
AT  THE   ACADEMY  OF  MUSIC 

MONDAY  EVENING,  OCTOBER  29,  1888 


PUBLISHED  BY  THE 
SEMI-CENTENNIAL  COMMITTEE 


1888 


PRESS   OF 

GEORGE  H     BUCHANAN  AND  COMPANY 

PHILADELPHIA 


LIST   OF    ILLUSTRATIONS 


Alexander  Dallas  Bache,  A.  M.,  LL.  D.  Born  in  Phil- 
adelphia, July  19,  1809,  and  educated  at  the  Military  Academy,  at 
West  Point.  He  was  Principal  of  the  High  School  from  its  organ- 
ization until  September,  1842,  when  he  assumed  the  Presidency  of 
Girard  College.  He  subsequently  became  Superintendent  of  the 
United  States  Coast  Survey,  and  so -continued  until  his  death,  in 
1867. 

John  Seely  Hart,  A.  M.,  LL.  D.  Born  January  28, 1810, 
in  Berkshire  County,  Massachusetts.  Elected  Principal,  September, 
1842.  Resigned  December,  1858,  Died  March  26,  1877. 


Nicholas  Harper  Maguire,  A.  M.  Born  September  21, 
1814,  in  Burlington  County,  New  Jersey.  Principal  of  the  High 
School  from  December,  1858,  to  September,  1866,  when  he  resigned. 
He  is  now  Principal  of  The  Horace  Binney  Grammar  School,  Phil- 
adelphia. 

George  Inman  Riche,  A.  M.  Born  in  Philadelphia,  in 
June,  1836,  and  graduated  at  the  High  School.  President  of  the 
High  School  Faculty  from  September,  1866,  to  January,  1886,  when 
he  resigned. 


Franklin  Taylor,  A.  M.,  M.  D.  Born  November,  1846,  in 
Philadelphia.  Served  as  Principal  of  the  High  School  from  March, 
1886,  to  September,  1888,  when  he  resigned. 


Zephaniah  Hopper,  A.  M.  Born  in  Philadelphia,  Septem- 
ber 9,  1824,  and  graduated  at  the  High  School.  Elected  to  the 
Faculty  in  July,  1854,  and  is  now  Professor  of  Geometry,  and  served 
as  Acting  President  prior  to  the  election  of  Professor  Johnson. 


Henry  Clark  Johnson,  A.  M.,  LL.  B.  Born  in  Homer, 
N.  Y.,  June  n,  1851,  and  graduated  at  Cornell  University  ;  elected 
President  of  the  Faculty  in  October,  1888,  and  is  now  in  office. 


George  Stuart,  A.  M.,  Ph.  D.  Born  in  Philadelphia  in 
August,  1831,  and  graduated  at  the  High  School.  Elected  to  the 
Faculty  in  September,  1866,  and  is  now  Professor  of  the  Latin 
Language. 

David  "Wesley  Bartine,  A.  M.,  M.  D.  Born  near  Lang- 
horne,  Bucks  County,  Pennsylvania,  March  26,  1837,  and  educated 
at  the  Pennsylvania  State  Normal  School.  Entered  the  School  as 
Professor  in  September,  1866;  formally  elected  by  the  Board  of 
Education,  November  13,  1866,  and  is  now  Professor  of  Algebra. 


Edwin  James  Houston,  A.  M.  Born  at  Alexandria, 
Virginia,  July  9,  1844,  and  graduated  at  the  High  School.  Elected 
to  the  Faculty  in  March,  1867,  and  is  now  Professor  of  Physical 
Geography  and  Natural  Philosophy. 


Jacob  FarnumHolt,  A.  M.,  M.D.  Born  at  Greenfield,  New 
Hampshire,  and  graduated  at  Harvard  University,  and  at  the  Medi- 
cal Department  of  the  University  of  Pennsylvania.  Elected  to  the 
Faculty  in  October,  1867,  and  is  now  Professor  of  Anatomy  and 
Physiology,  and  Natural  History. 


Max  Straube.  Born  at  Erfurt,  Prussia,  and  educated  at  the 
Universities  of  Leipsig  and  Heidelberg.  Elected  to  the  Faculty  in 
November,  1874,  and  is  now  Professor  of  the  German  Language. 

George  W.  Schock,  A.  M.  Born  in  Montgomery  County, 
Pennsylvania,  August  4,  1825,  and  educated  in  the  Public  and 
Private  Schools  of  Montgomery  and  Philadelphia,  and  the  Honor- 
ary Degree  of  A.  M.  conferred  upon  Kim  by  Princeton  College  in 
1874  Elected  to  the  Faculty  in  February,  1875,  and  is  now  Pro- 
fessor of  Higher  Mathematics. 


Ill 


Frederick  Foster  Christine,  A.  M.  Born  at  Medford, 
New  Jersey,  August  17,  1834,  and  graduated  at  the  High  School. 
Elected  to  the  Faculty  in  March,  1880,  and  is  now  Professor  of 
Mental  and  Political  Science. 


Monroe  Benjamin  Snyder,  A.  M.  Born  near  Quaker- 
town,  Pennsylvania,  March  13,  1848  ;  educated  at  the  Bucks  County 
Normal  and  Classical  School ;  at  Pennsylvania  College,  Gettys- 
burg, Pennsylvania,  and  graduated  at  the  University  of  Michigan. 
Elected  a  Teacher  in  the  High  School  October  i,  1873,  an<^  *s  now 
Professor  of  Astronomy  and  Applied  Mathematics. 


William  Houston  Greene,  A.  M.,  M.  D.  Born  at  Colum- 
bia, Pennsylvania,  December  30,  1853,  graduated  at  the  High  School 
and  at  Jefferson  Medical  College.  Elected  to  the  Faculty  in  Sep- 
tember, 1880,  and  is  now  Professor  of  Chemistry. 


George  Howard  Cliff,  A.  M.  Born  at  Tobyhanna,  Penn- 
sylvania, May  3,  1859,  and  graduated  at  the  High  School.  Elected 
to  the  Faculty  in  September,  1883,  and  is  now  Professor  of  English 
Language,  Composition,  and  Elocution. 


Henry  Willis,  A.  M.  Born  in  Philadelphia,  January  21, 
1851,  and  graduated  at  the  High  School.  Elected  to  the  Faculty, 
March  9,  1866,  and  is  TJOW  Professor  of  History. 


Albert  Henry  Smyth,  A.  B.  Born  at  Philadelphia,  June 
1 8,  1863,  and  graduated  at  the  High  School,  and  received  the  Hon- 
orary degree  of  A.  B.  from  the  Johns  Hopkins  University.  Elected 
to  the  Faculty  in  April,  1886,  and  is  now  Professor  of  English 
Literature. 


William  A.  Mason.  Born  at  Cambridge,  Massachusetts, 
December  25,  1854,  and  educated  at  the  Normal  Art  School,  Massa- 
chusetts. Elected  to  the  Faculty  in  April,  1887,  and  is  now  Pro- 
fessor of  Drawing. 


IV 


Oscar  C.  S.  Carter.  Born  at  Philadelphia,  March  i,  1857, 
and  educated  at  the  University  of  Pennsylvania  and  at  the  Polytech- 
nic School  of  Mines.  Elected  a  Teacher  in  the  High  School  in 
1880,  and  is  now  Associate  Professor  of  Chemistry. 


John  Mather  Miller,  A.  M,  Born  at  Philadelphia  in  July, 
1861,  and  graduated  at  the  High  School.  Elected  a  Teacher  in  the 
School,  June,  1888,  and  is  now  Instructor  in  English  Language  and 
Literature. 


1838 


OPENED  OCTOBER  26,   1838 

Authorized  by  Act  of  Assembly,  June  13,  1836 
Power  to  confer  degrees  granted  by  Act  of  Assembly,  April  9,  1849 

ON  Monday  evening  October  29  1888,  the  great  audito- 
rium of  the  Academy  of  Music  was  filled  with  an 
enthusiastic  audience,  to  celebrate  the  semi-centennial  of  the 
foundation  of  The  Central  High  School  of  Philadelphia.  At 
a  few  minutes  after  8  o'clock  Colonel  Robert  P.  Dechert,  who 
had  been  selected  as  chairman  of  the  meeting,  came  on  the 
stage,  with  ex-Governor  Robert  E.  Pattison,  the  President  of 
the  Associated  Alumni.  They  were  followed  by  a  long  line 
of  distinguished  graduates  and  invited  guests,  and  the  applause 
which  was  elicited  became  enthusiastic  when  the  Faculty  en- 
tered :  Professors  Zephaniah  Hopper,  George  Stuart,  John  F. 
Holt,  Edwin  J.  Houston,  D.  W.  Bartine,  George  W.  Schock, 

The  addresses  were  kindly  reported  stenographically  by  Mr.  R.  A.  West,  of  the  ^6th  class. 


F.  F.  Christine,  Max  Straube,  Monroe  B.  Snyder,  Win.  H. 
Greene,  George  H.  Cliff,  Henry  Willis,  Albert  H.  Smyth,  W. 
A.  Mason,  O.  C.  S.  Carter  and  John  M.  Miller.  The  Select 
and  Common  Councils  and  the  Board  of  Education  were  well 
represented,  and  among  other  prominent  guests  were  ex-Gov- 
ernor Curtin,  ex-Governor  Pollock,  Director  Louis  Wagner, 
Provost  Pepper  of  the  University  of  Pennsylvania ;  William 
V.  McKean,  Colonel  William  B.  Mann,  General  George  R. 
Snowden,  James  MacAllister,  Superintendent  of  Public  Educa- 
tion ;  Judges  William  B.  Hanna,  D.  Newlin  Fell,  Joseph  C. 
Ferguson,  James  Gay  Gordon  and  F.  Amadee  Bregy,  Colonel 
M.  Richards  Muckle,  Commander  James  M.  Forsyth,  U.  S.  N.  ; 
General  James  W.  Latta,  Major  William  H.  Lambert,  Professor 
Fetterolf,  of  Girard  College  ;  Professor  Samuel  Mecutchen,  Pro- 
fessor James  McClune,  Professor  George  J.  Becker,  Professor 
George  W.  Fetter  of  the  Normal  School ;  Henry  M.  Dechert, 
Dr.  Henry  Hartshorne,  Joel  Cook,  Professor  Daniel  W. 
Howard,  Charles  H.  Cramp,  Edward  Shippen,  B.  F.  Teller. 

After  the  rendition  by  the  Germania  Orchestra,  under  the 
leadership  of  Professor  Charles  M.  Schmitz,  of  an  overture, 
"  Concert,"  by  Bach,  the  Rev.  John  E.  Cookman,  D.  D.,  of 
New  York,  offered  prayer. 

COLONEL  ROBERT  P.  DECHERT, 

the  chairman  of  the  meeting,  then  spoke  as  follows : — 

In  the  celebration  of  the  fifty  years'  successful  existence 
of  the  Central  High  School  of  Philadelphia,  it  may  not  be  inap- 
propriate to  rapidly  trace  the  origin  and  advancement  of  public 
education  in  our  Commonwealth,  and  the  causes  which  have 
led  to  placing  her  free-school  system  upon  a  basis  so  firm  that 
it  is  not  excelled  by  that  of  any  of  her  sister  States. 

William  Penn  was  a  scholar  of  large  cultivation,  and  in 
the  constitution  he  prepared  for  the  new  colony,  ample  provis- 
ion was  made  for  maintaining  schools  for  the  education  of  the 


youth  ;  and  the  law  of  1683  contained  a  requirement  that  such 
schools  should  be  established. 

There  were  schools,  though  probably  not  to  a  considera- 
ble extent,  under  the  rule  of  the  Swedes  and  of  the  Dutch. 

The  Constitution  of  1776  provided  that  "a  school  or 
schools  shall  be  established  in  each  county  by  the  Legislature 
for  the  convenient  instruction  of  youth,  with  such  salaries  to 
the  masters,  paid  by  the  public,  as  may  enable  them  to  instruct 
youth  at  low  prices." 

The  Constitution  of  1790  directed  that  "  The  Legislature 
shall,  as  soon  as  conveniently  may  be,  provide  by  law  for  the 
establishment  of  schools  throughout  the  State,  in  such  manner 
that  the  poor  may  be  taught  gratis'' 

At  the  commencement  of  the  present  century  it  was  with 
difficulty  that  the  prejudices  against  the  public  schools  could 
be  made  to  disappear.  The  poor  people,  whose  children  were 
intended  to  be  benefited  by  the  establishment  of  these  schools, 
could  not  be  persuaded  to  avail  themselves  of  the  advantages 
offered.  By  reason  of  the  constitutional  provision  for  the  main- 
tenance of  schools  in  which  "  the  poor  may  be  taught  gratis," 
they  were  regarded  as  charity  schools. 

It  was  not  until  the  passage  of  the  Act  of  1834  that  the 
common-school  system  of  Pennsylvania  was  placed  upon  a  firm 
and  perpetual  basis.  This  law  was  in  effect  an  extension  of  the 
Act  of  1818,  that  had  applied  to  the  County  of  Philadelphia 
only. 

Abandoning  the  idea  that  public  schools  were  to  be  estab- 
lished for  the  education  of  the  poor  only,  the  Legislature  direc- 
ted that  each  school  district  should  maintain  a  competent 
number  of  common  schools  for  the  education  of  every  child 
within  the  limits  thereof,  who  should  apply  either  in  person, 
or  by  his  or  her  parents,  guardian  or  next  friend,  for  admission 
and  instruction. 

This  law,  passed  under  the  potential  influence  of  Governor 
Wolf,  Joseph  Ritner  and  Thaddeus  Stevens,  at  once  caused  a 
stimulating  effect  upon  educational  interests  in  all  parts  of  the 
Commonwealth,  and  although  unsuccessful  efforts  were  made 
the  following  year  to  repeal  this  law,  yet  from  its  passage, 


steady  but  gradual  advancements  were  made  in  the  common- 
school  system. 

It  is  related  by  a  gentleman  of  large  experience  with  this 
system  of  education,  that  upon  the  adoption  of  the  law  of  1834, 
he  met  on  the  banks  of  the  Juniata  a  bare-footed  little  boy, 
with  patched  trousers,  but  bright  countenance,  a  pupil  of  the 
public  school,  who,  hearing  on  the  road  one  day  that  free  pub- 
lic schools  were  soon  to  be  established  which  would  be  open 
for  the  education  of  every  child,  exclaimed  :  "  Oh  !  I'm  so 
glad,  for  then  they  won't  call  me  a  charity  scholar  any  more  !  " 
And  off  he  ran  to  tell  his  widowed  mother  the  good  news,  that 
would  remove  the  stigma  from  her  boy  and  the  sting  from  his 
own  wounded  pride. 

An  appeal  was  presented  to  the  Supreme  Court  of  the 
State  for  an  interpretation  of  the  words  "  that  the  poor  may  be 
taught  gratis"  which  was  given  in  these  words  : — 

"  It  seems  to  be  believed  that  the  last  clause  of  this  sec- 
tion of  the  Constitution  is  a  limitation  to  the  power  of  the  Leg- 
islature, and  that  no  law  can  be  constitutional  which  looks  to 
any  other  object  than  that  of  teaching  the  poor  gratis.  The 
error  consists  in  supposing  this  to  define  the  maximum  of  the 
legislative  power,  while  in  truth  it  only  fixes  the  minimum.  It 
enjoins  them  to  do  thus  much,  but  does  not  forbid  them  to  do 
more.  If  they  stop  short  of  that  point  they  fail  in  their  duty  ; 
but  it  does  not  result  from  this  that  they  have  no  authority  to 
go  beyond  it." 

These  difficulties  are  happily  removed  by  the  provisions 
of  our  present  Constitution,  adopted  in  1 874,  in  which  it  is 
directed  "  that  the  Legislature  shall  provide  for  the  mainte- 
nance and  support  of  a  thorough  and  efficient  system  of  public 
schools,  wherein  all  the  children  of  this  Commonwealth  above 
the  age  of  six  years  shall  be  EDUCATED." 

This  command  of  the  Constitution  makes  it  possible  for 
every  child  in  the  State  to  receive  the  common-school  educa- 
tion if  desired,  and  it  may  safely  be  predicted  that  in  the  en- 
lightened history  of  the  Commonwealth  no  efforts  will  ever  be 
made  to  retard  this  advancement  in  civilization.  Governor 
Wolf  was  a  devoted  friend  of  the  common  schools  of  this  State, 


ALEXANDER  DALLAS  BACHE. 


and  to  him  more,  perhaps,  than  to  any  other  individual  are  we 
indebted  for  the  liberality  of  the  State  in  the  education  of  her 
youth. 

On  June  13,  1836,  Governor  Ritner  gave  his  official  sanc- 
tion to  a  law  which,  among  other  provisions,  authorized  "  the 
controllers  of  the  public  schools  for  the  City  and  County  of 
Philadelphia,  whenever  they  should  think  proper,  to  establish 
one  Central  High  School  for  the  full  education  of  such  pupils 
of  the  public  schools  of  the  first  school  district  as  may  possess 
the  requisite  qualifications." 

From  this  law  sprang  the  Central  High  School  of  Phil- 
adelphia, whose  history  we  are  assembled  to  celebrate.  Its 
corner  stone  was  laid  near  Juniper  and  Market  Streets  on  the 
nineteenth  day  of  September,  1837,  and  it  was  opened  for  the 
uses  for  which  it  was  intended,  on  October  26,  1839,  with  four 
(4)  professors  and  sixty-three  (63)  students. 

In  September,  1854,  the  school  was  removed  to  its  pres- 
ent location. 

Of  the  original  professors,  William  Vogdes  but  a  few 
years  ago  passed  to  his  long  home,  and  Professor  E.  Otis 
Kendall  still  lives  to  celebrate  this  semi-centennial  as  an  hon- 
ored member  of  the  Faculty  of  the  University  of  Pennsylvania. 
His  profound  learning  has  placed  him  in  the  foremost  rank 
among  the  distinguished  scholars  of  our  country. 

The  School  was  opened  without  a  President,  but  Alexan- 
der Dallas  Bache,  having  been  chosen  by  the  Trustees  under 
the  will  of  Stephen  Girard,  as  the  first  President  of  Girard  Col- 
lege, and  finding  that  under  the  terms  of  the  will  no  instruction 
could  be  given  except  in  the  College  buildings  upon  the  grounds 
selected,  offered  his  services  to  the  Board  of  Control,  without 
any  compensation.  His  services  were  accepted,  and  to  him 
are  we  largely  indebted  for  the  standard  of  the  Central  High 
School. 

Professor  Bache  was  a  graduate  of  West  Point,  who  had 
become  a  professor  of  mathematics  in  the  University  of  Penn- 
sylvania. He  was  a  direct  descendant  of  Benjamin  Franklin, 
himself  a  friend  of  popular  education  and  the  founder  of  the 
Franklin  Institute  and  the  American  Philosophical  Society. 


Professor  Bache  had  not  only  an  association  with  the  liter- 
ary and  scientific  societies  of  that  day,  but  he  had  the  strong- 
support  of  the  people  who  composed  them.  His  offer  to  or- 
ganize the  Central  High  School  was  gladly  accepted,  and  he 
was  made  the  Advisory  Superintendent  of  Schools  of  the  First 
District,  with  the  special  commission  of  organizing  this  School, 
of  which  he  became  the  Acting  President. 

He  had  been  sent  to  Europe  for  the  purpose  of  observing 
the  improvements  that  might  have  been  introduced  into  edu- 
cational institutions  there,  with  the  view  of  adopting  them  here. 
He  took  advantage  of  his  experience  abroad,  and  organized 
the  school  into  classes  of  a  four  years'  term,  and  composed  of 
three  courses.  One  was  entirely  confined  to  English  studies  ; 
the  second  was  the  same,  with  French  and  Spanish,  and  the 
third  was  the  same,  with  Greek  and  Latin  substituted  for 
French  and  Spanish. 

In  1840  Professor  Bache  became  the  salaried  President, 
and  continued  to  perform  his  responsible  duties  until  1842, 
when  he  resigned  to  become  the  President  of  Girard  College, 
and  subsequently  became  the  distinguished  Chief  of  the  United 
States  Coast  Survey.  It  has  been  said  that  during  his  incum- 
bency of  the  latter  office,  so  great  was  his  regard  for  the  school 
which  he  had  founded,  that  in  the  appointment  of  his  assistants 
he  invariably  gave  preference  to  the  graduates  of  the  Philadel- 
phia High  School. 

Of  the  members  of  the  first  graduating  class  a  number  are 
still  living,  and  they  are  honorable  and  useful  members  of  our 
community. 

Professor  John  S.  Hart,  an  adjunct  professor  of  languages 
in  Princeton  College,  who  was  highly  recommended  by  the 
Faculty  of  that  institution,  succeeded  Professor  Bache. 

He  was  a  gentleman  of  good  system,  high  culture  and 
excellent  capacity,  and  firmly  maintained  the  discipline  and 
high  reputation  of  the  school  until  December,  1858,  when 
he  resigned  to  assume  the  editorship  of  the  religious  publi- 
cations of  the  Presbyterian  Board  of  Education.  He  subse- 
quently became  the  President  of  the  Normal  School  of  New 
Jersey. 


NICHOLAS  H.  MAGUIRE. 


Professor  Hart  was  succeeded  as  President  by  Professor 
Nicholas  H.  Maguire,  in  January,  1859,  who  served  until  Sep- 
tember, 1866,  and  who  now  fills  with  honor  the  position  of 
principal  of  one  of  the  grammar  schools  of  the  city. 

During  his  administration,  in  1861,  a  resolution  was 
adopted  by  the  Faculty,  which  provided  that  any  pupil  of  the 
advanced  classes  enlisting  in  the  military  or  naval  service  of 
the  United  States  should  be  entitled  to  graduate  with  his  class; 
and  any  pupil  of  the  lower  divisions  might  resume  that  posi- 
tion in  the  school  which  he  resigned  when  so  enlisting. 

Professor  George  Inman  Riche,  for  twenty  years,  Dr. 
Franklin  Taylor,  and  Professor  Hopper  a  graduate  of  the  first 
class,  have  since  successfully  upheld  the  management  of  the 
school. 

During  the  existence  of  the  Central  High  School  12,367 
students  have  received  the  benefit  of  its  instruction,  and  up- 
wards of  2,500  have  graduated  the  full  course  of  four  years. 
Its  graduates  are  to  be  found  in  the  regular  Army  and  Navy 
of  the  United  States,  and  during  the  War  of  the  Rebellion  many 
of  them  gained  distinction  in  the  cause  of  their  country.  They 
have  filled  the  highest  executive  functions  of  the  States  ;  they 
have  sat  in  the  Halls  of  Congress  ;  they  have  formulated  the 
laws ;  they  have  ranked  with  the  highest  in  the  cause  of  edu- 
cation, in  theology,  medicine  and  surgery  ;  they  have  practised 
in  the  Courts  and  have  interpreted  and  administered  the  laws 
on  the  Bench  ;  they  have  gained  distinction  in  journalism  and 
are  engaged  in  banking  and  manufactures,  and  in  mechanical 
and  scientific  pursuits  ;  and  whatever  station  they  are  filling 
they  are  at  least  performing  their  duties  as  citizens  of  the 
Republic. 

We  have  every  reason  to  hope  that  under  the  intelligent 
management  of  the  new  President,  Professor  Henry  Clark 
Johnson,  who  is  with  us  this  evening,  the  high  standard  of  the 
Central  High  School  of  Philadelphia  will  continue  as  it  has 
existed  during  the  past  fifty  years. 

Colonel  Dechert.was  succeeded  bv  the 


10 
HON.    MICHAEL    ARNOLD, 

one  of  the  judges  of  Court  of  Common  Pleas  No.  4.  His 
topic  was  "  The  Administration  of  Professor  John  S.  Hart," 
and  he  said  : — 

A  history  of  the  Central  High  School  of  Philadelphia  for 
the  last  half  century  is,  in  a  great  part,  a  history  of  John  S. 
Hart's  most  successful  years  as  a  teacher.  Born  on  the  28th 
of  January,  1810,  he  attended  Wilkes-Barre  Academy,  in  this 
State,  and  Princeton  College,  where  he  was  graduated.  Then 
he  became  principal  of  an  academy  at  Natchez,  Miss.  ;  then  a 
tutor  in  the  college  in  which  he  had  been  a  student,  and  after- 
wards the  principal  of  a  preparatory  school  at  Princeton  until 
September,  1842,  when  he  became  the  principal  of  the  Central 
High  School  in  this  city,  where  he  remained  until  December, 
1858.  Excepting  the  space  of  two  years,  from  1872  to  1874, 
when  he  was  professor  of  the  English  Language  and  Literature 
and  Rhetoric  in  Princeton  College,  his  last  and  greatest  work 
in  teaching  was  done  here  in  Philadelphia,  where  he  died  on 
March  26,  1877.  Of  the  first  fifty  years'  existence  of  the 
High  School  he  was  its  principal  during  sixteen  years,  or  about 
one-third  of  the  time.  The  school  was  opened  in  October, 
1838,  but  it  had  no  principal  until  November,  1839,  when 
Alexander  Dallas  Bache  was  chosen.  In  September,  1842, 
Professor  Hart  was  appointed  to  the  position.  Some  of  the 
students  of  the  first  class  remained  in  the  school  and  graduated 
under  Professor  Hart's  instruction,  so  that  his  influence  may 
be  said  to  have  been  felt  from  the  beginning.  During  the  six- 
teen years  he  presided  over  the  school  3,728  scholars  attended 
and  received  the  benefit  of  his  wise  and  successful  government, 
and  it  is  not  too  much  to  say  of  him  that  he  gave  the  school 
the  tone  and  direction  which  have  assured  the  character  and 
standing  it  has  attained.  Even  before  the  student  entered  the 
High  School  he  was,  in  his  course  of  preparation  in  the  gram- 
mar schools,  instructed  in  grammars  written  by  Professor 
Hart,  so  that  his  name  was  familiar  before  acquaintance  with 
him  began.  His  "  Class  Book  of  Poetry"  made  us  familiar 
with  the  best  works  of  the  most  renowned  poets  who  wrote  in 


the  English  language.  His  books  seemed  like  hands  reached 
out  to  help  us  in  our  efforts  to  get  upon  the  plane  upon  which 
he  stood.  Those  of  us  who  had  the  honor  to  be  his  pupils 
remember  him  with  affectionate  regard.  He  was  grave  and 
firm,  but  not  forbidding.  His  manner  was  polite  and  gentle. 
There  was  no  harshness  in  his  speech,  even  when  he 
chided  or  condemned  us.  In  his  daily  tour  through  the  class 
rooms,  with  his  book  containing  the  record  of  our  behavior, 
while  we  may  have  dreaded  the  contents  of  the  book,  we  did 
not  cower  before  the  man.  If  the  record  in  that  book  por- 
tended condemnation,  he  was  always  ready  to  hear  an  appeal ; 
but  when  it  became  necessary  to  pronounce  the  sentence,  it 
was  done  with  a  firmness  which  -did  not  waver.  "  And  yet  he 
was  kind." 

A  retrospect  of  the  administration  of  Professor  Hart  would 
be  incomplete  without  a  reference  to  the  excellent  gentlemen 
and  professors  who  assisted  him  in  his  labors.  Without  re- 
gard to  their  seniority,  I  will  mention  them  as  their  names 
come  up  in  memory.  Dear,  good  and  worthy  men,  we  owe 
them  a  debt  of  gratitude  which  can  never  be  paid  !  The  labors 
of  a  teacher  are  irksome  and  exhausting,  and  always  insuffi- 
ciently compensated.  We  make  no  sacrifices,  and  do  but  lit- 
tle of  our  duty  when,  thinking  of  the  great  benefits  that  we 
have  received  at  their  hands,  we  simply  say  we  acknowledge 
our  obligations  and  merely  thank  them. 

Who  that  ever  sat  before  Professor  William  Vogdes  will 
forget  him  ?  Even  in  the  lower  schools  we  were  taught  arith- 
metic with  books  written  by  him.  How  we  tried  to  play 
pranks  before  him,  and  how,  looking  askant,  he  discovered  us  ! 
Well,  he  has  gone  to  his  reward  revered  and  lamented. 

Then  there  was  Professor  Henry  McMurtrie,  who  taught 
us  anatomy  and  physiology,  of  sutures,  foramens  and  protu- 
berances. He,  too,  wrote  a  book — a  scientific  lexicon. 

Professor  E.  Otis  Kendall  taught  for  more  than  seventeen 
years  in  the  High  School.  He  is  now  one  of  the  Faculty  of 
the  University  of  Pennsylvania.  To  me  he  appears  to-day  as 
erect  as  he  was  when  I  first  saw  him,  so  long  ago  that  I  will 
not  mention  it.  Long  may  he  live  to  enjoy  as  he  possesses 


12 

the  highest  respect  of  the  people  for  his  learning,  his  purity 
and  his  godly  life. 

There  was  Francis  A.  Bregy,  who  taught  us  French.  He 
was  always  vivacious  and  good  humored.  It  was  our  fault,  as 
it  was  our  loss,  that  the  seed  he  cast  over  us  fell  too  often  on 
stony  ground.  He  was  a  good,  kind  man,  with  beaming  face 
and  radiant  smile.  Peace  to  his  memory.  His  good  name 
is  kept  alive  by  a  worthy  son  now  sitting  in  judgment  in  the 
Court  of  Common  Pleas  of  this  County  on  your  lives,  your 
property  and  your  names. 

Professor  Henry  Haverstick  taught  us  Latin.  He  was  a 
grave  and  serious  man,  lenient,  perhaps  too  lenient,  to  our 
neglect  of  his  instructions.  Those  of  us  who  have  in  our 
vocations  and  callings  learned  to  value  now  that  which  we  did 
not  value  then,  must  look  back  with  regret  upon  neglected 
opportunities,  but  we  cannot  put  any  of  the  blame  upon  good 
old  Professor  Haverstick.  Here,  it  seems  to  me,  is  a  good 
place  to  consider  some  of  the  objections  to  public  high  schools 
and  indulge  in  a  comparison  between  them  and  the  universi- 
ties. It  is  often  said  that  public  high  school  instruction  is 
superficial,  disjointed  and  defective.  If  this  be  so,  it  is  attribu- 
table to  the  pupils,  rather  than  to  the  teachers  and  the  course 
of  study.  But  is  it  so  ?  I  venture  to  say  that  it  is  not.  The 
education  of  a  student  is  not  completed  on  his  graduation.  He 
is  then  simply  indoctrinated  with  knowledge  which  he  must 
increase  in  the  course  of  life  to  which  his  mind  is  bent.  I 
speak  now  of  what  is  commonly  called  scholastic  education. 
That  being  brought  to  the  height  to  which  colleges,  acade- 
mies, universities  or  schools  can  raise  it,  the  student  is  then 
turned  out  to  select  his  profession,  his  business,  or  his  trade. 
In  his  vocation  he  receives  further  and  more  elaborate  instruc- 
tion, and  no  matter  what  course  of  life  he  pursues,  he  must  be 
a  student  all  his  life,  else  he  will  fail.  Now  this  Central  High 
School  of  ours  has  given  the  last  and  all  of  the  higher  instruc- 
tion to  many  distinguished  men,  who  have  in  their  special 
walks  in  life  figured  as  conspicuously  as  authors,  writers, 
inventors,  discoverers,  professional  men,  clerics,  soldiers,  states- 
men, bankers,  merchants  and  tradesmen,  as  the  graduates  of 


I 


GEOKGE   STUAHT. 


any  university  or  college  in  the  land.  Graduates  of  the  High 
School  have  attained  the  highest  honors  in  the  councils  of  the 
nation,  in  peace  and  in  war,  and  they  may  some  day  compete 
with  any  of  the  best  scholars  of  the  age  for  the  Presidency  of 
the  nation.  One  of  the  objections  to  the  School  is  that  it  does 
not  complete  the  education  of  its  students  in  the  ancient  and 
in  the  modern  foreign  languages.  Perhaps  that  is  true  as  to 
the  majority  of  the  graduates,  but  the  fault  is  with  the  pupils, 
after  they  leave  school,  and  not  the  instructors  nor  the  system, 
Any  one  so  inclined  may  obtain  the  solid  ground-work  of  a 
good  linguistic  education  in  the  High  School  on  which  he  may 
erect  a  superstructure  of  full,  complete  and  accurate  knowledge 
in  the  languages.  One  of  the  present  professors  of  the  High 
School,  George  Stuart,  was  a  pupil  of  the  institution.  His 
mind  was  bent  to  the  acquisition  and  mastery  of  the  Latin  lan- 
xguage,  and  he  now  not  only  teaches  in  that  branch  of  educa- 
tion, but  he  is  also  the  author  of  books  of  instruction  in  it,  which 
are  used  extensively  in  the  higher  academies  and  colleges.  He 
is  a  conspicuous  example  of  the  truth  I  have  before  asserted, 
that  the  pupil  who  will  can  obtain  the  ground-work  of  a  good 
classical  education  in  the  High  School.  I  believe  his  education, 
so  far  as  attendance  at  school  is  concerned,  was  completed  at  the 
High  School,  for  as  he  graduated  in  February,  185  2,  and  became 
a  professor  in  it  in  January,  1853,  he  did  not  have  much  time  to 
attend  other  places  of  instruction.  I  point  to  him  with  pride. 

Professor  Martin  H.  Boye  taught  us  chemistry  and  phy- 
sics. He  wrote  a  book  on  pneumatics.  He  taught  us  how  to 
exhaust  a  receiver,  and  that  in  a  vacuum  feathers  are  as  heavy 
as  lead.  We  have  lived  to  see  the  time  when  some  receivers 
exhaust  everything  they  touch. 

Professor  James  A.  Kirkpatrick  taught  us  phonography. 
He  was  a  precise  man,  good,  amiable  and  patient. 

I  call  to  your  memory  Professor  Alexander  J.  MacNeill. 
He  taught  us  writing  and  drawing.  He  is  dead,  but  I  fear 
that  if  he  could  see  how  his  pupils  hold  their  pens  now  his 
spirit  would  rap  them  on  the  knuckles. 

Professor  Edward  VV.  Vogdes  was  the  assistant  to  Profes- 
sor Hart.  He  taught  us  moral  science,  not  the  most  exciting 


study  you  may  recollect.  To  boys  who  had  to  go  to  Sunday 
school  and  to  church  every  Sunday,  with  a  positive  direction 
to  remember  and  bring  home  the  text,  Wayland's  Moral 
Science  was  a  little  bit  dull.  Then  he  taught  us  political  econ- 
omy, with  the  usual  result.  Whether  you  should  be  in  favor 
of  a  tariff  for  revenue  or  a  tariff  for  protection  was  left  to  your 
own  choice,  and  I  regret  to  say  that  you  are  not  yet  all  of  one 
mind  on  the  subject.  Professor  Vogdes,  too,  has  gone  to  his 
rest,  but  his  teachings  yet  perplex  us. 

You  will  remember  Professor  James  McClune,  still  with 
us,  but  bowed  down  in  years.  He  essayed  to  teach  us  urano- 
graphy  or  the  history  of  the  heavens.  Not  many  years  hence 
Professor  McClune  will  dwell  among  those  stars  with  which 
very  few  are  more  familiar  than  he. 

I  speak  next  of  Professor  Daniel  W.  Howard.  He  taught 
us  history,  sacred  and  profane,  true  and  mythological.  He 
introduced  you  to  gods  and  goddesses  without  number,  and 
some,  I  fear,  without  character.  It  was  simply  impossible  for 
you  to  keep  up  your  acquaintance  with  them.  As  Professor 
Howard  yet  lives,  let  me  say  of  him  that  he  was  always  a  favor- 
ite of  the  students,  and  he  deserved  and  possessed  their  affec- 
tionate regard. 

Professor  James  Rhoads  instructed  us  in  logic,  rhetoric 
and  elocution.  If  you  knew  as  much  as  he,  you  would  have 
more  to  be  thankful  for  and  less  to  regret.  There  was  always 
good  order  where  he  was,  for  when  he  caught  you  in  mischief 
and  gave  you  five  notes,  he  gave  them  to  you  to  keep.  But, 
notwithstanding  his  strictness,  he  was  a  just  man,  and  possessed 
the  respect  of  all  his  pupils. 

Professor  Rembrandt  Peale  taught  us  writing  and  draw- 
ing. He  was  the  author  of ''  Peak's  Graphics."  John  C.  Cres- 
son  was  a  chemist.  After  enlightening  school-boys,  he  en- 
lightened the  whole  population  by  keeping  the  city  gas  up  to 
the  standard.  James  C.  Booth  gave  up  the  business  of  refin- 
ing boys  and  went  to  refining  gold  at  the  Mint.  George  J. 
Becker  was  teacher  in  writing  and  drawing.  Frederick  A. 
Roese  instructed  in  German.  James  Lynd  became  a  judge  in 
this  county.  Of  John  Sanderson,  Oliver  A.  Shaw,  John  F. 


ZEPHANIAH   HOPPER. 


15 

Frazer,  Elvin  K.  Smith,  David  Stock,  Thomas  B.  Cannon, 
Frederick  G.  Heyer,  Samuel  S.  Fisher,  Henry  S.  Schell,  James 
B.  Fisher  and  William  H.  Williams,  as  teachers,  I  am  unable 
to  speak,  for  want  of  information  concerning  them,  except  that 
I  find  that  they  were  in  the  faculty  during  Professor  Hart's 
administration,  and  by  their  labors  helped  it  to  success. 

Many  of  the  professors  were  graduates  of  the  School. 
Other  educational  institutions  in  this  city  and  elsewhere 
obtain  their  principals  and  teachers  from  the  High  School. 
This  fact  shows  that  the  school  is  capable  of  preparing  some 
of  the  best  instructors  of  the  age,  and  that  it  contains  within 
itself  the  means  of  self-perpetuation. 

I  now  call  your  attention  to  the  veteran  of  the  faculty, 
who  since  1854  has  been  a  constant,  faithful  and  most  compe- 
tent teacher.  Zephaniah  Hopper  is  his  name.  He  taught  us 
mathematics,  geometry  and  the  like.  You  ought  to  bow  your 
heads  to  him  in  reverent  gratitude  for  a  long  life  spent,  not 
without  sacrifice,  for  your  good.  I  mean  no  disrespect  to  the 
very  excellent  and  well-accredited  gentleman  who  has  been 
called  to  the  Presidency  of  the  High  School,  nor  yet  to  the 
worthy  members  of  the  Board  of  Education,  who  are  giving 
their  best  judgment  and  labors  for  the  advancement  of  this 
institution,  when  I  say  that  if  they  had  made  permanent  the 
several  temporary  appointments  of  Professor  Hopper  to  the 
Presidency,  they  would  have  had  the  hearty  approval  of  the 
graduates  of  the  High  School.  In  the  various  changes  and 
vicissitudes  of  the  school,  when  its  government  needed  a  head 
Professor  Hopper,  like  Cincinnatus  of  old,  was  called  to  pre- 
side over  its  destinies,  and  he  guided  it  successfully.  I  wel- 
come our  new  President  heartily.  I  expect  much  from  him, 
and  I  believe  that  I  will  not  be  disappointed.  I  hope  that 
the  school  will  continue  to  be  a  separate  and  independent 
institution  of  finished  scholastic  instruction,  and  not  a  prepara- 
tory school  for  any  college  or  university.  Such  it  was  under 
Professor  John  S.  Hart,  and  such  let  it  continue  to  be  under 
Professor  Henry  Clark  Johnson.  Join  me,  my  friends,  in  say- 
ing, "All  honor  to  John  S.  Hart." 


i6 

After  the  conclusion  of  Judge  Arnold's  address,  Colonel 
Dechert  introduced 

DR.    S.    SOLIS    COHEN, 

who  spoke  as  follows  upon  the  subject,  "  The  Central  High 
School  as  a  Teacher  of  Science." 

The  work  of  the  High  School  as  a  teacher  of  science 
received  its  greatest  impetus,  and  attained  its  present  high 
development,  under  the  presidency  and  with  the  active  co- 
operation of  the  scholar  who  was  at  the  head  of  the  school 
during  my  own  student  days — Professor  George  Inman  Riche. 
It  seems  but  just  and  proper,  therefore,  that  the  consideration 
of  our  theme  should  be  preceded  by  an  expression,  however 
inadequate,  in  appreciation  of  the  great  services  which  that 
scholar  rendered  to  the  school,  not  in  one  department  alone, 
but  in  all.  To  adequately  set  forth  from  the  records  Professor 
Riche's  twenty  years  of  wise  and  fruitful  labors,  labors  not 
exceeded  in  earnestness  or  in  value  by  those  of  any  former 
Principal,  and  which  may  well  serve  as  an  example  to  his 
successors,  is  a  duty  that  can  only'be  fitly  performed  by  the 
historian  of  the  school  ;  but  all  who,  like  myself,  were  fortu- 
nate enough  to  share  the  influence  to  which  it  is  due,  can 
testify  to  the  sense  of  personal  obligation,  not  to  be  forgotten 
throughout  life,  awakened  by  his  kindliness  and  sympathy ; 
and  to  the  elevating  and  inspiring  influence  of  the  devotion  to 
duty  and  the  high  principle  daily  set  before  them  by  his  word 
and  deed. 

We  have  met  to-night  not  only  to  celebrate  an  anniversary, 
but  also  to  consider  in  what  manner  we  can  best  strengthen 
and  extend  the  good  influences  of  an  institution.  It  must  not 
be  forgotten  that  the  High  School  is  a  Public  School.  Sup- 
ported by  the  community  at  large,  the  Public  School  must 
render  a  due  return  to  the  community  at  large.  Its  function 
is  neither  to  impart  culture  for  the  sake  of  the  happiness  that 
culture  may  bring  to  its  possessor,  nor  to  supplant  the  better 
methods  of  the  home,  the  workshop,  the  office,  or  the  technical 
school,  in  teaching  household  arts,  trades  or  professions,  but 


JACOB  F.   HOLT 


to  fit  its  pupils  for  the  intelligent  discharge  of  the  duties  that 
will  devolve  upon  them  as  citizens,  as  members  of  the  social 
family.  But  while  public  education  must  be  general,  and  not 
special,  the  duty  still  remains  to  place  practical  preparation  for 
life  and  its  duties  first,  mere  accomplishments,  the  ornaments 
of  education,  last. 

Standing  at  the  head  ot  a  vast  system  of  public  instruc- 
tion, the  High  School  occupies  a  position  of  peculiar  import- 
ance and  responsibility.  Its  methods  and  its  standards  strike 
the  keynote  which  determines  the  whole  educational  compo- 
sition. The  work  of  a  school  occupying  a  position  of  this 
dignity  in  a  community  of  the  magnitude  of  our  own,  should 
be  stamped  by  a  distinctive  and  characteristic  feature,  one  not 
of  limited,  but  of  general  interest  and  utility.  While  it  is  true 
that  some  of  the  graduates  of  the  High  School  enter  other 
schools  for  special  training  in  that  which  is  to  be  their  life- 
work,  yet  the  vast  majority  of  graduates,  and  of  those  who 
take  but  partial  courses,  go  directly  into  that  greatest  of 
universities,  the  world  of  action.  So  far  as  school  can  equip 
them,  they  must  go  forth  fully  equipped.  What  branches  of 
knowledge,  then,  are  of  sufficient  importance  and  interest  to 
give  distinction  to  a  school,  and  at  the  same  time  of  admitted 
use  and  necessity  to  men  of  every  station  and  of  every  calling? 

The  answer  to  this  question  is  not  difficult.  The  con- 
ditions are  perfectly  fulfilled  in  those  very  departments  of  the 
High  School  which  are  now  admittedly  in  a  state  of  the 
highest  efficiency,  for  amid  all  the  criticism,  just  and  unjust, 
visited  upon  the  school,  they  have  not  been  assailed,  the 
departments  devoted  to  the  teaching  of  that  knowledge  of 
Nature  which  we  call  Science. 

As  taught  in  the  High  School,  the  study  of  Natural 
Philosophy  is  properly  divided  into  departments  of  Geology, 
Physics,  Chemistry,  Astronomy,  and  Biology,  with  their  in- 
dispensable auxiliaries,  Mathematics  and  Drawing.  The  staff 
of  teachers  includes  distinguished  names.  Chiefly  through  the 
exertions  of  Professor  Houston,  and  largely  as  a  result  of  the 
public  interest  awakened  by  his  lectures  on  Applied  Physics 
to  the  Artisans'  Night  School,  well  equipped  laboratories  have 


i8 

gradually  been  established,  which  offer  every  facility  both  to 
teachers  and  to  students. 

In  speaking  of  the  value  of  these  studies  to  the  State,  it  is 
unnecessary  to  dwell  upon  the  part  taken  by  practical  applica- 
tion of  scientific  researches  in  the  shaping  of  our  present 
material  civilization.  The  facts  are  familiar  to  all.  Nor  will 
time  permit  more  than  a  hasty  outline  of  a  phase  of  the  subject 
worthy  of  earnest  consideration. 

The  graduates  of  the  High  School  go  forth  to  workshop 
and  counting-room,  to  editorial  room  and  pulpit,  to  battlefield 
and  hospital,  to  the  judge's  bench  and  to  the  executive  chair. 
In  all  of  these  walks  of  life  a  knowledge  of  science  is  necessary 
to  the  achievement  of  the  highest  success.  The  merchant 
must  be  familiar  with  the  varied  facts  concerning  the  produc- 
tion and  distribution  of  the  commodities  in  which  he  deals, 
and  should  be  cognizant  of  the  larger  laws  underlying  the  laws 
of  trade.  The  mechanic  best  performs  his  work  when  he 
comprehends  the  laws  of  action  of  the  machinery  with  which, 
and  the  materials  upon  which,  that  work  is  done  and  that 
determine  the  fitness  of  the  finished  product  for  the  purpose 
to  which  it  is  to  be  put.  Not  only  the  physician,  but  the 
lawyer,  the  teacher,  the  preacher  and  the  statesman,  who  deal 
in  different  degrees  with  the  body  and  mind  of  man,  should 
understand  the  facts  and  laws  of  functions  and  development : 
a  knowledge,  too,  whose  general  diffusion  among  men  and 
women  would  vastly  diminish  the  sum  of  human  misery. 

But  there  is  yet  another  factor  in  education,  greater  in 
itself,  and  more  essential  to  the  well-being  of  the  community, 
than  the  accumulation  of  facts,  however  important,  or  the  pre- 
paration for  any  special  pursuit  in  life,  however  useful  or 
ennobling ;  and  that  is,  the  engendering  of  correct  habits  of 
thought.  And  herein,  to  train  the  student,  in  Matthew 
Arnold's  expressive  phrase,  "to  think  straight  and  see  clear," 
lies  the  supreme  usefulness  of  laboratory  studies  and  of  ex- 
perimental demonstrations  of  natural  laws.  They  teach  him 
that,  without  which,  his  text-book  of  logic  is  but  so  much 
waste  paper ;  without  which  the  facts  of  history  are  as  meaning- 
less as  the  vagaries  of  a  dream,  the  true  significance  of  the 


19 

terms  cause  and  consequence.  Furthermore,  he  learns,  and 
let  our  daily  papers,  with  their  long  lists  of  lives  sacrificed  to 
carelessness  or  ignorance  tell  us  how  wofully  lacking  in  such 
knowledge  are  men  and  women,  high  and  low,  the  invaria- 
bility of  nature,  the  utter  impassiveness  of  its  operations.  In 
the  remotest  corner  of  the  infinite  universe  there  is  no  such 
thing  as  chance  or  accident.  The  fire-damp  brought  into 
contact  with  a  naked  flame  explodes,  regardless  of  the  results 
to  human  beings.  The  oxygen  cares  not  whether  its  fiery 
combination  be  effected  with  a  fragment  of  charcoal  in  a  bell- 
jar  or  with  the  floors  and  rafters  of  a  crowded  factory.  The 
force  of  gravity  acts  impartially  to  hold  the  sun  and  spheres 
in  place,  or  to  hurl  into  ruin,  through  rotten  bridge  or  mis- 
placed switch,  the  swift-speeding  train  with  its  load  of  hu- 
manity. There  is  no  "  trusting  to  luck  "  ;  there  is  no  hoping 
for  supernatural  interference  to  save  us  from  the  consequences 
of  our  own  doing. 

Natural  Science,  too,  is  the  basis  upon  which  other  studies 
must  be  built.  Only  with  the  just  ideas  of  cause  and  effect, 
and  the  knowledge  of  the  universal  reign  of  law,  gained  in  the 
laboratory  and  the  observatory,  does  the  student  become  pre- 
pared to  understand  the  facts  of  language,  history,  art  and 
literature,  which  thus  find  their  natural  relations,  no  longer 
isolated  fragments  of  knowledge,  but  the  records  of  the  move- 
ments of  the  great  tide  of  human  endeavor,  as  it  restlessly 
surges  against  the  shores  of  the  unknown,  forever  falling 
back  in  ebb,  forever  rushing  forth  in  flood  again.  And  from 
these  data,  still  co-ordinating  them  by  means  of  the  laws  of 
Nature,  he  advances  to  the  crown  of  education,  to  the  study 
of  man,  social  science.  And  finally,  in  its  relations  to  that 
which  is  the  ultimate  guide  of  conduct,  that  upon  which  de- 
pends the  happiness  of  men  and  the  stability  of  nations — 
religion — science  is  the  necessary  foundation  of  an  unshakable 
faith. 

Thus  from  every  standpoint  we  see  that  the  High  School, 
which  is  to  round  out  and  complete  the  education  the  State 
offers  to  its  children,  which  is  to  exercise  superintending 
powers  over  the  preliminary  schools  and  set  the  educational 


20 

standard  for  the  community,  which  is,  by  its  distinction,  to 
shed  lustre  upon  our  city,  and  even  as  that  city  is  renowned 
for  its  homes,  become  renowned  for  teaching  the  knowledge 
that  shall  make  those  homes  prosperous  and  happy,  from 
every  standpoint,  we  see  that  the  High  School  will  find  its 
true  future  as  indicated  by  the  tendency  of  its  present,  in 
becoming  a  great  teacher  of  science,  neglecting  nothing 
necessary  to  a  well-balanced  education,  but  subordinating  mere 
accomplishments,  to  practical  preparation  for  life  and  its  duties. 

All  the  addresses  upon  the  programme  were  delivered  by 
graduates  of  the  school,  and  as  reference  was  made  by  the 
speakers  to  distinguished  graduates,  or  to  former  or  present 
professors,  the  applause  was  frequent  and  hearty. 

HON.   WILLIAM    N.    ASHMAN, 

one  of  the  judges  of  the  Orphans'  Court,  was  the  next  speaker. 
The  subject  assigned  hint  was  "  The  Value  of  the  Central 
High  School  in  its  Relation  to  the  Public  Schools."  His 
address  follows: 

When  your  committee  did  me  the  honor  to  invite  me  to 
say  a  few  words  upon  this  occasion,  and  they  laid  careful 
stress  upon  the  "  few  words,"  they  asked  me  to  name  the 
subject.  I  replied  that  I  would  try  to  answer  one  or  two 
objections  which  had  been  urged  against  the  High  School ; 
and  as  the  committee  did  not  demur,  I  supposed  that  my  theme 
would  be  entitled  to  correspond,  in  some  degree,  to  that  sug- 
gestion. But  I  was  afterwards  notified  that  I  would  be 
expected  to  speak  upon  "  The  Relations  of  the  High  School 
to  the  Rest  of  the  System  of  Public  Education,"  or  something 
of  that  sort.  I  am  forced  to  one  of  two  conclusions,  either 
the  committee  did  not  recognize  any  difference  between  these 
topics,  or  else— and  that  I  am  afraid  is  more  plausible — they 
thought  that  no  matter  what  subject  might  be  chosen  or 
assigned,  it  was  not  within  the  range  of  human  probabilities, 
that  I  would  have  much  to  say  about  it  in  my  speech.  They 


FRANKLIN  TAYLOR. 


21 

doubtless  had  in  mind  the  case  of  the  clergyman  who  was 
recounting  to  his  pupils  the  miracles  recorded  in  the  New 
Testament.  When  he  came  to  the  instance  where  the  multi- 
tude were  supernaturally  fed,  his  memory  failed  him,  and  in- 
stead of  saying  that  the  5,000  men  were  fed  with  five  loaves, 
he  told  the  children  that  five  men  ate  5,000  loaves  of  bread. 
A  friend  who  was  present  attempted  afterwards  to  point  out  to 
him  the  mistake,  but  the  good  man  replied  very  promptly : 
"Oh!  that  is  of  no  consequence;  one  miracle  was  just  as 
great  as  the  other." 

There  is  a  large  class  of  persons  whose  entire  intellectual 
capital  consists  of  their  capacity  for  mischief,  and  who  have 
constituted  themselves  into  a  kind  of  body  corporate  of  prosecu- 
ting officers,  and  self  commissioned  to  file  an  indictment  against 
every  human  institution.  They  could  hardly  be  supposed  to 
have  left  out  of  their  calculations,  such  a  promising  object  of 
invective,  as  a  system  of  public  education.  Hence,  every  part 
of  that  scheme,  by  which  the  Commonwealth  would  rear  its 
children  to  the  duties  and  privileges  of  citizenship,  has  been 
successively  the  point  of  their  attack ;  and  their  malice  has 
reached  a  head  (if  you  will  pardon  the  pun)  when  it  has 
reached  the  High  School.  According  to  them,  that  school  is, 
at  best,  a  cumbersome  ornament  upon  a  structure  which  was 
already  hardly  strong  enough  to  bear  its  own  weight ;  or  to 
vary  the  metaphor,  it  is  a  sickly  creature,  the  offspring  of 
political  enthusiasm,  which  will  be  most  tenderly  treated  when 
it  is  buried  out  of  sight.  It  is  possible  that  some  who  share 
these  sentiments  may  have  come  to  this  place  with  a  vague 
hope  of  assisting  at  the  obsequies.  I  entreat  these  philan- 
thropists, for  their  own  sake,  to  be  careful  how  they  handle 
the  remains.  It  may  happen  to  them  as  it  did  to  the  Irish 
undertaker,  who  exclaimed,  when  the  hearse  was  at  the  door 
and  the  mourners  were  assembled,  "  The  funeral  cannot  start 
just  at  present;  the  corpse  is  not  dead  yet."  The  school  is 
not  dead  yet,  either. 

The  one  overmastering  objection  to  the  High  School,  and 
for  which  all  other  objections  serve  as  masks,  is  that  it  is 
expensive.  So  it  is,  and  so  are  most  other  good  things.  A 


22 

man's  wife  is  usually  expensive,  but  is  matrimony  to  be 
abolished  on  that  account?  The  Church  is  expensive,  but 
will  you  do  away  with  religion  ?  An  honest  government  is 
expensive,  will  you  therefore  surrender  your  franchise  as  a 
voter  to  the  first  ward  politician  who  will  promise  to  boss  the 
job  at  the  lowest  figure?  I  repeat  it,  all  good  things  are 
expensive,  but — and  every  line  of  history  demonstrates  the 
truth  of  this — bad  things  are  more  costly  still.  It  is  a  false 
economy  which  wo.uld  undertake  to  square  a  question  in 
morals  by  the  rules  of  arithmetic.  The  nation  whose  common 
people  have  no  resources  of  culture,  who  are  prompted  by 
no  precepts  of  religion  and  who  are  ruled  by  the  few  and  not 
by  the  many,  is  already  bankrupt,  I  care  not  how  wide  may 
be  its  commerce,  nor  how  vast  the  treasure  in  its  exchequer. 

Another  complaint  is  even  more  pitiful.  It  is  said  that 
the  training  at  the  High  School  unfits  its  recipients  for  their 
proper  after-sphere  in  society.  I  would  like  to  learn  from 
these  objectors  what,  in  their  opinion,  is  the  proper  sphere  of 
the  American  school-boy.  I  had  thought,  but  it  now  seems 
illusorily,  that  all  spheres  were  open  to  him,  and  that  whether 
he  went  into  the  world  armed  with  a  college  diploma,  or  with- 
out any  diploma  at  all,  all  spheres  were  possible  to  him.  The 
argument  begs  the  question,  for  it  assumes  that  the  college 
always  fits  its  matriculants  for  their  several  posts  in  life.  But 
it  is  not  true.  I  can  point  you  to  men  in  the  pulpit  (not  in 
this  city)  who  ought  to  be  in  the  penitentiary,  and  to  men  on 
the  bench  (also  not  in  this  city)  who  would  be  more  usefully 
employed  if  they  were  mending  shoes  on  another  and  different 
kind  of  bench ;  yet  these  men  passed  to  their  avocations 
through  the  sacred  doors  of  a  college.  I  do  not  think  that 
colleges  should  be  abolished  because  these  men  have  disgraced 
them.  The  fault  lies  neither  with  the  college  nor  the  school ; 
it  lies  with  the  individual.  Concede,  if  you  choose,  what  these 
objectors  mean  although  they  do  not  say  it,  that  the  boy  who 
is  educated  in  the  public  schools  should  aspire  to  no  higher 
pursuits,  if  there  are  higher,  than  those  of  trade  or  the  indus- 
trial arts,  and  what  then  ?  Will  the  bookkeeper  make  mis- 
takes in  his  balance-sheet  because  he  is  able  to  compute  the 


23 

distances  of  the  fixed  stars,  or  will  the  tailor  cut  your  coat 
bias  when  it  should  be  cut  straight,  because  he  occasionally 
composes  an  ode  to  the  moon?  Why,  you  all  know  some 
college-bred  man,  who,  on  a  cloudy  night,  can  distinguish  the 
moon  from  the  Great  Dipper,  and  who  even  writes  sonnets  for 
the  Sunday  newspaper ;  and  you  know,  too,  that  he  cannot  do 
anything  else. 

The  framers  of  our  Public  School  system, — and  here,  you 
will  observe,  I  am  about  to  glide  into  the  subject  which  was 
assigned  by  the  Committee, — had  two  questions  to  consider. 
One  of  these  questions  lay  on  the  surface,  and  admitted  of  but 
one  answer.  Every  child  in  the  Commonwealth  is  entitled,  as 
by  a  birthright,  to  an  education.  It  was  not  philanthropy,  but 
the  stern  mandate  of  the  law  of  self-preservation,  which  dictated 
this  answer.  In  fixing  the  limits  of  that  system,  however,  no 
foreign  scheme  of  popular  instruction  could  safely  be  adopted. 
Abroad,  the  citizen,  outside  of  a  small  and  privileged  caste, 
was  a  subject,  and  the  duties  which  he  owed  to  the  State  were 
exclusively  those  which  the  subject  owes  to  his  sovereign ; 
here,  the  citizen  was  not  only  a  subject  but  a  ruler,  and  the 
very  contrariety  of  these  relations  enlarged  tremendously  the 
scope  of  his  duties,  and  added  something  of  subtility  to  their 
character.  It  was  not  enough  that  he  should  master  those 
rudimental  forms  of  learning  which  were  essential  to  his  ef- 
ficiency as  a  bread-winner ;  he  must  know  something  of  the 
theory  of  government,  and  something  of  the  history  which 
illustrates  that  theory.  Here,  and  at  once,  was  involved  a 
wide  departure  from  any  training  which  had  been  devised  for 
the  masses  in  the  Old  World.  A  course  of  study  adapted  to 
the  capacity  and  the  means  of  the  humblest  pupil  might  be 
projected,  which  within  certain  limits,  could  be  made  to  fulfil 
these  requirements.  Such  a  course  was  mapped  out  and  fol- 
lowed ;  and  the  history  of  the  experiment  is  the  history  of  the 
Common  School  System  of  Pennsylvania. 

Another  question  was  to  be  met,  which  was  even  more 
emphatically  than  the  former,  an  American  question,  and  it 
was  a  necessary  outgrowth  of  the  new  doctrine  of  political 
equality.  The  lines  which  elsewhere  separated  the  aristocratic 


24 

from  the  servient  classes  were  wanting   in  our   Republic,  and 
every  man  was  the  peer  of  his  neighbor. 

Beautiful  as  this  theory  was,  no  sane  mind  ever  believed 
that  it  could  be  harnessed  to  do  full  duty  in  practice.  The 
mere  accident  of  wealth  would  create  an  aristocracy,  more  hate- 
ful than  an  aristocracy  of  blood,  which  in  time  would  draw  to 
itself,  like  its  European  prototype,  an  undue  share  of  political 
influence.  Now  what  was  the  outward  and  visible  mark 
which  more  than  anything  else  distinguished  the  favored 
classes  of  Europe  from  the  commonalty  ?  Could  it  be  doubted 
that  it  was  the  superior  facilities  for  literary  culture  which  fell 
to  the  lot  of  the  former  ?  ]ust  so  far,  then,  as  the  door  to 
these  privileges  should  be  thrown  open  to  the  masses,  so  that 
no  patented  title  to  the  prerogative  of  intellect  might  be  claimed 
by  any  class  or  individual,  just  so  far  would  it  be  possible  to 
maintain  the  equilibrium  of  our  political  and  social  forces.  In 
one  word,  our  ancestors  felt  that  they  could  never  approach  an 
ideal  political,  equality  until  they  had  secured  an  absolute 
equality  in  the  opportunities  of  learning.  It  was  the  badge  of 
his  degradation,  that  the  peasant  of  England  or  Germany  was 
shut  up  to  the  scanty  modicum  of  training,  which  answered 
for  his  simplest  needs  as  a  buyer  or  seller  or  workman  ;  *it 
should  be  the  glory  of  the  American  citizen,  without  distinc- 
tion, except  of  merit,  that  he  had  access  to  the  richest  stores 
of  academic  wealth.  You  may  call  this  a  dream  ;  but  repub- 
lican institutions  will  never  rest  on  an  assured  basis  until  it 
shall  have  passed  into  a  reality.  When  you  come  to  the  last 
analysis,  you  will  find  that  political  power  is  due  not  to  wealth 
nor  to  numbers,  but  to  intellect;  and  if  the  means  of  attaining 
that  power  are  to  be  equally  free  to  all,  the  opportunities  for 
developing  the  intellect  must  be  equally  open.  In  other  words, 
and  in  spite  of  all  declamation  to  the  contrary,  the  moment 
poverty  is  a  bar,  in  the  case  of  one  who  is  otherwise  worthy 
of  the  attainment  of  the  highest  scholarship,  you  have  political 
inequality,  no  matter  what  may  be  the  form  of  your  govern- 
ment. When,  then,  the  pioneers  of  public  education  added  to 
the  narrow  range  of  study  of  the  common  schools  the  wider 
curriculum  of  the  High  School,  they  took  but  one  step,  per- 


GEORGE  W.   SCHOCK. 


25 

haps  a  long  one,  in  the  right  direction.  The  goal  will  never 
be  reached  until  a  college  or  a  university,  founded  by  the  city 
or  by  the  Commonwealth,  and  endowed  as  an  institution  should 
be  endowed,  which  represents  the  central  idea  of  American 
freedom,  shall  stand  open  and  accessible  to  the  child  of  the 
humblest  and  poorest  citizen.  The  High  School  is  only  a  rude 
tracing  in  outline  of  the  edifice  which  is  to  be.  Blot  it  out,  as 
its  enemies  would  bid  you,  and  you  not  only  destroy  the  sym- 
metry of  so  much  of  our  school  system  as  would  be  left,  but 
you  also  relegate  that  system  to  a  level  with  the  schools  in 
which  are  taught  the  pauper  peasantry  of  Europe. 

I  beg  to  add  another  word.  After  all  our  efforts  are  ex- 
hausted, the  golden  gifts  of  knowledge  will  be  won  by  a 
chosen  few,  .and  they  are  the  noble  ones  to  whom  the  mere 
appliances  for  learning  may  be  an  aid  but  never  can  be  a 
necessity.  To  such  as  these,  the  highest  scholarship  is  a 
boon,  because  it  shows  how  narrow  are  the  bounds  of  human 
research,  and  how  vast  is  the  domain  which  lies  beyond  it ; 
and  because,  while  it  deepens  their  humility,  it  also  increases 
their  strength.  These  men  are  tied  to  no  school,  and  are 
enrolled  in  no  social  order.  They  are  God's  men ;  born  to 
create  schools  and  to  obliterate  ranks.  But  what  of  the  class 
to  which  you  and  I  belong  ?  What  can  books  or  professors  do 
for  us,  except  guide  us  to  that  point  where  the  broad  highway 
of  thought  leads  into  the  Infinite,  and  leave  us  to  journey 
thereafter  alone.  The  High  School  takes  us  that  far;  the 
most  amply-endowed  college  cannot  take  us  much  farther. 
And  this  brings  me  to  a  fact,  which  I  will  hand  over  to  the 
objectors  against  the  High  School  to  ponder.  Grant,  if 
you  will,  that  the  studies  in  that  school  are  superficial ;  may 
there  not  be,  nay,  is  there  not,  such  an  evil  as  overtraining  ? 
Remember,  the  portals  of  our  colleges  are  practically  barred 
against  the  children  of  the  poor;  and  the  material  upon  which 
those  institutions  work  is  taken  from  among  the  wealthy  and 
the  well-to-do.  And  what  is  the  result  ?  Why,  hundreds  of 
American  youth,  of  the  laissez-faire  order,  enter  these  semi- 
naries for  the  same  reason  that  they  wear  a  silk  hat — because 
it  is  respectable  to  do  so.  Every  day  that  I  live  I  see  young 


26 

men,  blushing — I  was  about  to  say — but  young  men  in  this 
age  do  not  blush,  over  the  honors  of  the  class-room  and  the 
greater  honor  of  the  sheep-skin,  but  out  of  whose  small  brains 
the  mills  of  the  schools  have  ground  all  capacity  for  self- 
thought  and  independent  endeavor.  These  men  annoy  me. 
They  have  learned  by  rote  certain  axioms  of  philosophy,  and, 
in  what  may  be  termed  the  mechanics  of  learning,  they  are 
above  criticism;  in  the  realms  of  the  imagination  where 
thought  is  creative,  they  are  beneath  all  criticism.  The  little 
learning  they  have  gotten  is  as  cumbrous  an  implement  in  their 
hands  as  a  steam  plough  in  the  hands  of  a  dentist  They  are 
simply  and  only  respectable.  If  there  is  one  being  in  the 
world  for  whom  I  have  an  abiding,  an  immovable  and  an  un- 
utterable contempt  it  is  a  respectable  man.  In  an  age  panting 
with  brave  thoughts  and  ringing  with  braver  deeds,  he  floats 
above  the  struggle — an  insect  in  the  sunlight.  What  matters 
it  to  him  that  great  problems  on  which  the  destiny  of  the  State 
depends  must  be  solved  ;  would  you  have  him  descend  to  the 
turmoil  of  politics ;  he  is  too  respectable  !  What  matters  it 
that  capital  cries  out  against  labor,  and  labor  against  capital, 
and  that  wise  counsels  are  needed  to  avert  the  ominous  con- 
flict; his  wealth  is  assured,  and  he  is  respectable!  What 
matters  it  that  great  wrongs  appeal  for  vengeance,  that  the 
starving  ask  for  food,  and  the  ignorant  for  knowledge,  and  the 
erring  for  help,  shall  he  go  down  to  the  slums,  or  confront 
the  criminal  in  his  lair ;  why,  he  is  a  respectable  man.  I  would 
rather  be  a  reformed  burglar,  or  a  converted  horse-thief,  than 
I  would  be  a  respectable  man  !  Thank  God,  the  High  School 
could  not  if  she  would,  and  would  not  if  she  could,  give  birth 
to  such  a  nerveless  spectre  of  manhood.  Her  men  may  be 
scantily  decked  with  the  insignia  of  learning ;  but  they  are  to 
be  found  where  the  work  is  hardest  and  the  battle  uncertain. 
Against  all  the  obloquy  which  may  be  heaped  upon  her,  our 
School  will  point  to  the  lives  of  these  her  children  as  the  vin- 
dication of  her  fair  name  and  the  reason  for  her  being. 


27 

After  the  applause  with  which   Judge  Ashman's   speech 
was  received  had  subsided,  the  Chairman  presented  the   poet 

and  author, 

GEORGE  ALFRED  TOWNSEND, 

who  recited  an  original  poem  : — 

The  High  School  man  his  mother  knows, 
Whate'er  his  stature,  now  or  then, 
As  yonder  city  tower  grows 
Toward  the  feet  of  William  Penn. 

Plain  as  his  form  above  the  throng 
To  such  a  patron  we  refer, — 
Though  we  are  many  thousand  strong 
We  look  not  down  but  up  to  Her. 

Prim  Quaker  dame  her  strength  we  bless 
Who  culled  us  with  her  shepherd's  crook, 
She  found  us  straying  purposeless 
And  in  our  hands  she  put  a  book  : 

It  saved  us  half  our  fathers'  pains, 
It  gave  us  some  career  to  see, — 
The  world  flew  wide  and  opened  lanes 
Of  golden  opportunity. 

That  bare  brick-yard  almost  as  hard 
As  Pharaoh's  brick-yard  to  the  Jews, 
Now  seems  to  us  the  palace  yard 
Where  Pharaoh's  daughter  let  us  choose. 

God  bless  the  sunny  corner  spot ! — 
The  cool  wide  halls,  the  basement  paves, 
The  living  men  requited  not, 
The  old  professors  in  their  graves  ! — 

The  forethought  like  the  glance  of  Mars 
Where  e'er  the  Philadelphian  rules, 
That  built  a  dome  to  seek  the  stars 
Among  his  constellated  schools  ! 

From  this  re-union,  brethren,  let 
God-like  imagination  grow 
Above  the  sneering  earth  and  set 
Our  standard  lofty  as  the  snow  ! — 

Good  will,  good  words  for  fellow  friend ; 
Appreciation  warm  and  fond  ; 
As  if  this  world  were  at  an  end, 
And  we  were  graduates  beyond. 


28 

The  second  part  of  the  programme  commenced  with  an 
address  by 

COLONEL  CHARLES  H.  BANES, 

upon  "  The  High  School  during  the  War."  His  address  was 
peculiarly  interesting  in  being  very  largely  reminiscences  of 
his  own  experience. 

As  a  soldier,  I  shall  obey  orders;  and  yet,  if  in  occupying 
but  ten  minutes  of  time,  I  attempt  to  solve  a  problem  more 
difficult  than  any  ever  presented  to  me  while  a  student  of  the 
school, — that  is  to  condense  into  so  short  a  time  the  history  of 
the  High  School  during  the  four  years  of  the  rebellion, — and 
make  a  failure,  I  trust  that  you  will  be  lenient.  Ten  minutes 
of  time  is  not  sufficient  to  weave  a  garland  of  roses  for  the 
humblest  soldier  who  lies  dead  upon  the  battlefield. 

"  The  best  thing  we  have  from  history,"  said  Goethe,  "  is 
the  enthusiasm  which  it  excites ;  "  and  if  in  this  brief  recital, 
by  the  occasional  mention  of  a  name,  or  of  some  fragmentary 
piece  of  history,  I  shall  awake  in  the  hearts  of  the  young  men 
who  are  now  in  the  High  School,  and  in  our  fellow-citizens 
who  manifest  their  interest  by  their  presence  here  to-night, 
feelings  of  patriotism,  this  brief  time  will  not  have  been  en- 
tirely wasted. 

The  records  are  far  from  complete,  and  in  this  matter 
Philadelphia  has  not  kept  pace  with  other  cities.  I  had  the 
honor,  during  the  war,  of  serving  with  young  men  from  the 
colleges  and  schools  of  New  England,  the  West,  and  of  our 
own  State.  I  have  visited  a  number  of  these  institutions,  and 
find  that  the  authorities  have  erected  tablets  to  the  memory  of 
the  dead,  and  published,  in  some  cases,  elaborate  memorial 
volumes.  The  best  that  has  been  done  for  our  Philadelphia 
High  School  boys  is  in  the  form  of  a  little  roster  printed  for 
Professor  Nicholas  Maguire.  From  this  little  volume,  supple- 
mented by  personal  reminiscences,  I  make  a  few  brief  records. 

The  first  forty-nine  classes  were  all  represented  in  the 
forces  of  the  Union,  and  in  every  branch  of  the  service,  in 
the  infantry,  cavalry,  artillery,  and  engineers  corps,  in  the 


MAX   STRAUBB. 


29 

steamers,  ironclads  and  monitors  of  the  navy,  and  in  the  staff 
and  medical  departments. 

The  very  first  class,  in  anticipation  of  the  horrors  of  war, 
sent  a  chaplain,  Rev.  D.  G.  Mallery.  I  remember  him,  when 
a  lad,  and  I  take  it  that  Rev.  Mr.  Mallery  learned  from  his 
training  in  the  school  what  it  took  an  army  chaplain  who  was 
a  friend  of  mine,  a  year  or  two  of  experience  in  the  army  to 
acquire.  The  person  to  whom  I  refer  I  met  at  the  close  of  a 
fight  on  a  hotly  contested  battlefield,  with  all  the  evidences  of 
the  horror  and  havoc  of  war  about  us,  and  I  said  to  him,  "  My 
friend,  you  said  when  you  entered  the  service,  that  you  did 
not  believe  in  a  place  of  future  punishment.  Have  you  changed 
your  views  ?  "  "  Well,"  he  said,  "  I  will  tell  you  frankly,  after 
having  been  in  the  army  for  a  year,  I  think  that  if  there  is  no 
such  place  there  ought  to  be." 

Rev.  D.  G.  Mallery  entered  the  service  to  look  after 
the  souls  of  the  soldiers,  and  there  were  thirty-one  surgeons 
who  came  from  the  Philadelphia  High  School  to  look  after 
their  bodies.  As  I  am  speaking  with  limited  time,  I  must 
omit  to  mention  all,  but  I  cannot  fail  to  name  Dr.  S.  B.  Wylie 
Mitchell ;  Dr.  Martin  Rizer ;  Dr.  Zebedee  Ring  Jones ;  Dr. 
Michael  O'Hara  ;  and  also  Dr.  Daniel  S.  Lamb,  who  is  now  in 
charge  of  the  United  States  Medical  Museum  at  Washington. 

What  shall  I  say  of  the  battlefields  on  which  the  young 
men  from  the  High  School  were  engaged  ?  To  even  mention 
them  would  render  necessary  a  recital  of  the  list  from  Bull 
Run  to  Appomattox.  I  shall  take  the  time  to  read  off  but  a 
partial  list  of  names  of  the  young  men  who  were  killed  or  mor- 
tally wounded  on  these  fields.  The  first  regular  army  officer 
who  fell  was  Lieut.  John  T.  Greble,  at  Big  Bethel.  Then  there 
was  Topographical  Engineer  Orlando  G.  Wagner,  killed  at 
Yorktown  ;  Hamilton  Donahue,  killed  at  Richmond  ;  Joseph 
S.  Miller ;  Color-Sergeant  Samuel  Bolton ;  and  George  B.  F. 
Hamilton.  And  let  me  stop  here  to  say  one  word.  Recently 
I  examined  the  list  of  volunteers  from  Harvard.  Many  of 
these  were  distinguished  soldiers,  whom  I  met  in  the  army, 
and  with  whom  I  served.  I  was  impressed,  however,  with  the 
fact  that  the  greater  proportion  of  men  from  Harvard  were 


30 

officers.  While  the  High  School  sent  many  officers,  it  had 
the  honor  also  of  furnishing  a  long  list  of  privates  and  non- 
commissioned officers.  These  men  did  the  hard  righting.  I 
mean,  of  course,  no  disrespect  to  commissioned  officers.  All 
honor  to  the  men  who  planned  and  led !  But  there  are  so 
very  few  privates  living  now  that  it  is  a  great  pleasure  to  me  to 
say  that  the  High  School  was  nobly  represented  in  the  ranks. 

At  Chancellorsville  there  fell  General  Gustavus  W.  Town. 
Colonel  Elisha  Hall  was  killed  at  Salem  Heights.  The  gal- 
lant young  Lieutenant,  Robert  T.  Park,  who  won  his  promotion 
on  the  field,  was  mortally  wounded  at  Antietam.  In  the  Grant 
campaign  fell  Charles  H.  Brightly;  Franklin  B.  Miller;  Lieu- 
tenant Edward  E.  Coxe;  Edwin  Ford  and  others,  and  there  is 
a  long  list  of  wounded,  which  I  have  here,  some  of  whom  lost 
arms  and  limbs,  but  whose  names  time  will  not  permit  me  to 
read.  In  the  list  from  which  these  few  hasty  disconnected  selec- 
tions are  made  there  are  two  names  suggestive  of  the  fact  that 
the  home  influence  of  the  old  professors  for  patriotism  was 
effective.  William  Vogdes,  Jr., and  Theodore  McMurtrie,  sons 
of  professors,  served  in  the  Army  of  the  Potomac,  and  repre- 
sented honored  fathers.  Among  those  who  survive  are  many 
of  our  well-known  citizens — Cokmei  Robert  P.  Dechert,  who 
presides  to-night ;  General  James  W.  Latta ;  Colonel  Weider- 
sheim  ;  Major  Wm.  H.  Lambert  and  others. 

This  army  list  would  be  incomplete  if  I  omitted  a  little 
fellow — Charles  B.  Johnson — who  was  the  drummer  boy  of  one 
of  the  sturdiest  regiments  that  entered  the  service. 

On  board  of  thirty-two  of  our  war  vessels  High  School 
boys  answered  the  beat  to  quarters.  Lieutenant-Commander  A. 
Boyd  Cummings  was  killed  on  the  steamer  Richmond  at  Port 
Hudson.  Lieutenant  James  Roberts,  of  the  Marine  Corps,  was 
killed  on  board  the  ram  Switzerland,  and  George  Gideon,  chief 
engineer,  was  killed  on  the  frigate  Minnesota.  I  wish  I  had  five 
minutes  to  talk  about  Gideon.  I  remember  him  well,  and  his 
life  is  a  lesson  to  every  young  man  in  Philadelphia  who  desires 
to  be  successful.  Among  the  survivors,  who  have  remained 
in  the  navy,  the  School  is  honored  by  Commander  James  M. 
Forsyth.  On  the  frigates  Niagara,  the  Minnesota,  New 


Ironsides,  Portsmouth,  St.  Louis  and  the  Kearsarge — I  am 
mentioning  some  of  the  historic  vessels  of  the  Navy — were  to 
be  found  the  young  men  of  the  Central  High  School  as  sailors, 
petty  officers  or  commanders,  and  at  the  close  of  the  war,  one 
of  the  first  re-unions  of  soldiers  was  formed  by  High  School 
boys.  The  published  record,  by  Professor  Maguire,  shows  that 
classes  '31,  '35,  '36,  '37,  '39  and  '43  furnished  a  larger  number 
of  men  than  any  of  the  other  classes.  But  from  all  the  first 
forty-nine  classes  of  the  school  there  came  young  soldiers,  who 
represented  in  the  fullest  sense  the  City  of  Philadelphia.  In 
the  class  rooms  from  which  they  graduated,  as  well  as  in  the 
ranks,  the  sons  of  mechanics  touched  elbows  with  men  who 
led  in  the  great  enterprises  and  activities  of  the  day.  Liter- 
ally, the  school  illustrated  all  classes  and  conditions  of  men. 
Hundreds  of  the  graduates  enthusiastically  entered  the  service 
of  the  country  at  the  first  threatening  of  danger  to  the  Union. 
They  represented  the  College  of  the  City  of  Philadelphia,  and 
as  its  sons  they  manifested  the  public  spirit  of  that  city,  which 
vaunteth  not  itself. 

That  system  of  education  cannot  be  otherwise  than  whole- 
some and  patriotic  which  develops  men  of  this  character ;  and 
our  appreciation  of  its  influence  can  best  be  shown  by  in- 
creased confidence  in  its  purposes,  and  by  broader  and  deeper 
plans  for  its  future  development.  So  doing  will  create  a  monu- 
ment to  the  memory  of  the  Soldiers  of  the  Alumni  more 
enduring  than  marble,  and  the  influence  will  be  perennial. 


1 888 


3 


NEW  BUILDING,   DEDICATED  JUNE  28,  1854 

NUMBER  OF   STUDENTS    ADMITTED   12,367 


Upon  the  conclusion  of  Colonel  Banes'  address,  the 
Chairman  said  : 

It  was  intended  that  the  next  address  should  be  delivered 
by  the 

HON.  WILLIAM   M.   SMITH, 

President  of  Common  Councils,  upon  the  subject,  "  The 
Reasons  which  led  to  the  Organization  of  the  Central  High 
School,"  but  upon  entering  the  building  this  evening,  I  re- 
ceived a  letter  from  Mr.  Smith,  informing  me  that  he  would  be 
unable  to  speak  by  reason  of  physical  indisposition. 

I  will  therefore  call  upon  William  H.  Staake,  Esq.,  to 
read  Mr.  Smith's  letter  and  also  several  other  letters  which 
have  been  received  from  absent  graduates. 


HENRY  CLARK  JOHNSON. 


33 

After  the  reading  of  these  letters  the  chairman  said : 
I  now  have  the  honor  and  pleasure   of  introducing  and 
welcoming 

PROFESSOR    HENRY   CLARK   JOHNSON, 

the  newly-elected  President  of  the  Central  High  School. 

Professor  Johnson,  rising  and  bowing,  was  received  with 
cheers  and  loud  calls  for  an  address.  After  some  hesitation, 
he  said  : 

The  notice  I  received  of  this  meeting  to-night  stated  dis- 
tinctly that  no  speeches  would  be  made  'except  by  graduates 
of  the  School ;  and  therefore",  I  came  here  entirely  unpre- 
pared ;  but  after  hearing  what  I  have  of  the  record  which  the 
School,  has  made  for  herself,  I  feel  my  misfortune  in  not  being 
one  of  her  graduates.  I  cannot  but  be  proud  of  her  past, 
and  when  another  half  century  shall  have  rolled  around,  I 
hope  that  some  one  may  be  able  to  say  of  me  and  of  my 
colleagues  as  great  and  grand  things  as  have  been  said  ol 
those  who  have  gone  before  me.  I  sincerely  thank  you  for 
your  very  kind  welcome. 

After  the  cheering,  with  which  Professor  Johnson's  re- 
marks were  received,  had  subsided,  the  chairman  announced 
that  the  next  address  was  to  have  been  delivered  by  the 

HON.  LEWIS  C.  CASSIDY, 

ex- Attorney-General  of  Pennsylvania,  but  Mr.  Cassidy  had 
sent  word  in  the  morning  that  by  reason  of  illness  he  would 
be  unable  to  be  present,  and  the  chairman  then  introduced 

JOHN    F.    LEWIS,    ESQ., 

the  Chairman  of  the  Semi-Centennial  Committee.  His  ad- 
dress was  as  follows  : 

It  is  with  unassumed  diffidence  that  I  venture  to  speak 
in  place  of  so  distinguished  an  orator  as  the  Hon.  Lewis  C. 
Cassidy.  Had  he  addressed  us,  his  learning  would  have  edified 


34 

while  his  eloquence  charmed  ;  but  I  feel  upon  this  occasion, 
as  I  trust  I  shall  upon  every  other,  that  I  would  not  be  true 
to  myself  were  I  unwilling  to  offer  my  tribute,  humble  though 
it  be,  to  the  honor  of  the  Central  High  School  of  Philadel- 
phia. The  causes  which  led  to  her  organization,  her  value  in 
connection  with  the  public  school  system,  that  which  she  did 
in  the  cause  of  freedom  and  union,  and  her  work  as  a  teacher 
of  science,  have  been  ably  treated  to-night.  Her  record  has 
been  laid  before  us,  and  we  have  turned  it  page  after  page. 
What  a  memorial  it  presents  to  the  wisdom  and  foresight  of 
those  who  founded  the  school  and  mapped  out  for  it  the  posi- 
tion it  should  occupy  in  the  educational  system  of  Philadel- 
phia. 

The  Act  of  Assembly  of  June  13,  1836,  by  virtue  of 
which  the  High  School  was  founded,  authorized  the  School 
Controllers  for  the  City  and  County  of  Philadelphia,  to  establish 
one  Central  High  School  for  the  full  education  of  such  pupils 
of  the  public  schools  as  might  possess  the  requisite  qualifica- 
tions. The  tuition  to  be  afforded  was  not  to  be  distinctively 
classical  nor  distinctively  scientific,  not  academical  merely,  nor 
yet  entirely  collegiate,  but  it  was  to  be  full,  complete  and 
rounded,  the  Omega  of  its  own  Alpha.  It  was  to  be  liberal 
in  the  highest  degree,  and  this  liberality  was  expressly  recog- 
nized by  the  Legislature  of  Pennsylvania,  by  the  Act  of  April 
9,  1849,  giving  the  Controllers  power  to  confer  upon  graduates 
of  the  School  academical  degrees  in  the  arts,  and  the  future 
growth  of  the  School  was  evidently  contemplated  when  the 
further  authority  was  given  in  the  words,  "And  the  same  and 
like  power  to  confer  degrees,  honorary  and  otherwise,  which 
is  now  possessed  by  the  University  of  Pennsylvania."  The 
tuition  afforded  by  the  School  was  to  be  the  limit  of  the  State's 
duty  and  interest  to  furnish  gratuitous  higher  education.  The 
High  School  is  no  preparatory  institution.  It  has  a  grander 
aim  than  to  be  the  means  of  filling  free  scholarships.  It  is  the 
final  stage  to  which  the  primary,  secondary  and  grammar 
schools  are  but  steps.  It  is  the  ne  plus  ttttraofthe  public  edu- 
cational system  of  the  First  School  District  of  Pennsylvania. 


35 

As  the  High  School  is  the  embodiment  of  the  duty  of  the 
State,  it  aims  to  give  a  practical  education  fitted  to  graduate 
intellectual  bread-winners.  Its  curriculum  leans  less,  there- 
fore, towards  the  humanities  than  toward  those  practical 
branches  which  enable  the  student  to  employ  the  mind  as  well 
as  the  muscle  in  his  support.  The  studies  constitute  what  the 
Germans  call  the  "  Brodwissenschaften"  and  what  Sir  William 
Hamilton  aptly  terms  the  "  bread-and-butter  sciences."  They 
are  the  foundation  stones  of  an  education,  and  upon  them  the 
student  may  rear  any  kind  of  superstructure.  Her  graduates 
are  found  in  every  walk  of  life,  and  by  reason  of  the  solidity  of 
their  education  are  distinguished  alike  for  eminence  and 
success. 

At  the  risk  of  tiring  you,  I  will  read  the  names  of  a  few 
of  the  former  pupils  of  the  school  who  have  been  successful  in 
business  :  E.  W.  Clark,  the  banker ;  John  R.  and  James  S. 
Whitney,  the  car-wheel  manufacturers ;  the  Messrs.  Cramp, 
the  ship-builders  ;  William  W.  Justice,  John  Story  Jenks,  Ben- 
jamin P.  Homer,  George  Philler,  president  of  the  First  National 
Bank  ;  the  late  Joseph  W.  Drexel,  the  banker ;  Clement  R. 
Wainwright,  Conrad  B.  Day,  John  H.  Catherwood,  A.  Gra- 
ham Elliot,  John  P.  Green,  vice-president  of  the  Pennsylvania 
Railroad  ;  Clement  A.  Griscom,  C.  G.  Hancock,  Clarence  S. 
Bement,  George  S.  Eox,  the  banker ;  Edwin  T.  Eisenbrey, 

E.  Dunbar  Lockwood,  Joseph  S.  Harris,  president  of  the  Le- 
high    Coal    and    Navigation    Company;  Conrad  F.   Clothier, 
Oliver  Landreth,  whose  seeds  bring  forth   an  hundred  fold ; 
John  S.  Newbold,  Richard  Y.  Cook,  of  Cook  &  Bro.;  Harry 

F.  West,  president  of  the  Philadelphia  Warehouse  Company ; 
Robert  Glendenning,  Charles  H.  Banes,  president  of  the  Mar- 
ket Street  National  Bank  ;  Thomas  Dolan,  Thomas  Bromley, 
Alfred  H.  Love,  who  has  just  declined  the  nomination  of  Vice- 
President  of  the  United  States  by  the  Equal    Rights  Party  ; 
John  J.  MacFarlane,  president  of  the  American  Life  Insurance 
Company,  Sailer  &   Stevenson   and  De  Haven  Brothers,  the 
brokers ;  Stephen  O.  Fuguet,  Frank  K.  Hippie,  president  of 
the  Real  Estate  Trust  Company. 


36 

In  the  curriculum  of  the  school  free-hand  and  mechanical 
drawing  have  always  had  a  prominent  part,  and  we  therefore 
find  among  her  graduates  many  distinguished  artists.  I  will 
name  but  a  few  :  Bispham,  the  animal  painter;  Bensell,  Knight, 
William  Sartain,  Hamilton,  the  marine  painter;  Sword,  and 
Richards  the  marine  and  landscape  painter. 

The  school  has  been  peculiarly  prolific  of  authors  and 
journalists.  There  may  be  mentioned,  Ignatius  Donnelly,  the 
author  of  the  "  Great  Cryptogram  "  and  many  other  works  ; 
Frank  R.  Stockton,  George  Alfred  Townsend,  Joel  Cook,  of 
the  Ledger  and  the  American  correspondent  of  the  London 
Times ;  James  Rankin  Young,  Executive  Clerk  of  the  United 
States  Senate  and  the  ablest  political  writer  in  America ;  Ste- 
phen N.  Winslow,  of  the  Commercial  List  and  Price  Current ; 
Charles  E.  Warburton,  of  the  Evening  Telegraph  ;  Charles  T. 
School,  of  the  Evening  Star ;  George  H.  Boker,  J.  Barclay 
Harding,  Henry  C.  Titus,  of  the  Legal  Intelligencer ;  Stock- 
ton Bates,  Rev.  Robert  M.  Patterson,  of  the  Presbyterian  Jour- 
nal ;  Alexander  J.  McCleary,  Addison  .B.  Burk,  and  too  many 
others  to  mention. 

The  studies  of  anatomy  and  physiology,  together  with 
those  of  chemistry  and  physics  receive  special  attention,  and 
among  the  graduates  of  the  School  are  therefore  found  many 
distinguished  doctors  and  scientists. 

I  will  name  but  a  few :  Richard  J.  Levis,  Bushrod  W. 
James,  Wm.  B,  Atkinson,  Daniel  S.  Lamb,  chief  of  the  United 
States  Medical  Museum,  at  Washington  ;  Robert  M.  Downes, 
Aitken  Meigs,  J.  Solis-Cohen,  S.  Solis-Cohen,  Albert  L.  Gihon, 
Medical  Director  of  the  United  States  Naval  Hospital,  at  New 
York ;  John  E.  James,  Charles  S.  Turnbull,  W.  W.  Keen,. 
Louis  Elsberg,  of  New  York  ;  James  M.  Barton,  T.  H.  An- 
drews, Alexander  H.  Laidlaw,  of  New  York ;  Andrew  Mac- 
Farland,  Benjamin  B.  Wilson,  Charles  A.  Oliver,  Louis  J.  Lau- 
tenback,  Melancthon  Ruth,  of  Washington  ;  Gordon  M. 
Christine  ;  Joseph  Leidy,  Jr.,  G.  Oram  Ring,  J.  B.  Longshore, 
of  Camden  ;  Michael  O'Hara,  Wm.  B.  Trites,  A.  Rusling 
Rainear,  Charles  M.  Thomas,  and  Thomas  H.  Carmichael. 


EDWIN  J    HOUSTON. 


& 


37 

Among  scientists  the  school  is  honored  by  the  names  of: 
B.  Howard  Rand,  Charles  M.  Cresson,  the  chemist ;  Robert 
Ellis  Thompson  and  Harrison  Allen,  of  the  University  of 
Pennsylvania  ;  William  H.  Wahl,  of  the  Franklin  Institute  ; 
George  Davidson  and  A.  O.  Peale,  of  the  United  States  Coast 
Survey;  Edwin  J.  Houston,  who  has  done  so  much  to  en- 
lighten the  city ;  Elihu  Thompson,  the  electrician,  whose 
recent  discovery  of  electric  welding  is  a  stage  in  the  progress 
of  science  ;  J.  Vaughn  Merrick,  Albert  R.  Leeds,  Charles 
Kroeh,  of  the  Stevens  Institute  of  Technology  ;  Henry  Leff- 
man,  the  analytical  chemist ;  John  L.  Ogden,  Chief  Engineer 
of  the  Water  Department,  and  Professor  William  H.  Greene, 
of  the  Central  High  School  of  Philadelphia. 

Among  clergymen  may  be  mentioned  :  Samuel  Laird, 
Reese  F.  Alsop,  Robert  C.  Matlack,  John  E.  Cookman,  Joseph 
S.  Kennard,  Herman  L.  Duhring,  Ignatius  F.  Horstman,  Day- 
ton Roberts,  Elvin  K.  Smith,  John  K.  Murphy,  D.  T.  Bickley 
Joseph  Williamson,  Edward  J.  Galvin.  I  will  name  no  more. 
Glory  not  in  this  world,  but  in  the  next,  is  the  evidence  of  their 
success. 

The  school  has  produced  more  lawyers  than  members  of 
any  other  profession  :  George  Harding,  David  W.  Sellers,  Mal- 
colm Hay,  of  Pittsburg ;  George  L.  Crawford,  William  Ernst, 
Mayer  Sulzberger,  Henry  T.  King,  John  G.Johnson,  Henry  R. 
Edmunds,  Robert  H.  Hinckley,  P.  F.  Rothermel,  Jr.,  William 
H.  Staake,  E.  Cooper  Shapley,  Thomas  Hart,  Jr.,  Joseph  R. 
Rhoads,  William  C.  Hannis,  S.  Edwin  Megargee,  John  I. 
Rogers,  Alfred  C.  Ferris,  Henry  J.  McCarthy,  Robert  N. 
Simpers,  Henry  C.  Loughlin,  Ernest  H.  Davis,  James  M. 
West,  Abram  M.  Beitler,  Joseph  M.  Pile,  Edward  H.  Weil, 
Emanuel  Furth,  Charles  Biddle,  John  B.  Collahan,  Jr.,  Frank 
P.  Prichard,  Andrew  J.  Maloney,  Theodore  P.  Matthews,  J. 
Alexander  Simpson,  Jr.,  Robert  K.  Finletter,  John  Sparhawk, 
Jr.,  James  R.  Booth,  Matthew  Dittman,  J.  Henry  Williams, 
Jacob  Singer,  Ormond  Rambo,  Joseph  A.  Sinn.  You  will 
observe  the  list  is  already  too  long  to  continue. 

Among  lawyers  who  have  distinguished  themselves  in 
other  capacities  may  be  mentioned  :  Hon.  James  T.  Mitchell, 


38 

William  B.  Hanna,  William  N.  Ashman,  Michael  Arnold, 
Joseph  C.  Ferguson,  James  Gay  Gordon,  There  are  thus  three 
Judges  upon  the  Common  Pleas  Bench  and  three  out  of  four 
upon  the  Orphans'  Court  Bench  who  are  graduates  of  the 
School,  and  after  the  next  election,  I  feel  safe  in  saying  that 
there  will  be  one  less  in  the  Common  Pleas  and  one  more  on 
the  Supreme  Bench.  Hon.  Robert  E.  Pattison,  Ex-Governor 
of  Pennsylvania  ;  Hon.  Leon  Abbett,  Ex-Governor  of  New 
Jersey ;  Hon.  Charles  F.  'Manderson,  United  States  Senator 
from  Nebraska ;  Hon.  Edward  Patterson,  Associate  Justice 
of  the  Supreme  Court  of  New  York  ;  Colonel  Robert  P. 
Dechert,  County  Controller  ;  General  James  W.  Latta,  Hon. 
Lewis  C.  Cassidy,  Ex-Attorney  General  of  Pennsylvania  ;  Hon. 
William  M.  Smith,  President  of  Common  Council ;  Samuel 
B.  Huey,  Samuel  F.  Flood  and  Thomas  E.  Merchant,  of  the 
Board  of  Education  ;  William  Nelson  West,  Ex-City  Solic- 
itor ;  Joseph  L.  Caven,  lately  President  of  Common  Council ; 
Walter  E.  Rex,  formerly  Register  of  Wills  ;  John  J.  Ridgway, 
Ex-Sheriff,  And  I  feel  it  an  honor  to  add  the  name  of  an  attor- 
ney who  has  distinguished  himself  as  one  of  the  ablest  educators 
Pennsylvania  ever  produced,  George  Inman  Riche. 

These  lists  have  been  prepared  from  memory,  and  the 
material  was  so  abundant  that  greater  discretion  was  exercised 
in  determining  what  names  to  omit  than  what  to  insert.  I  can 
mention  six  bank  presidents  and  twenty  bank  cashiers  in  this 
city  alone,  all  former  pupils  of  the  school  ;  and,  I  might  add, 
all  in  the  city  still.  Many  of  the  men  whose  names  I  have 
mentioned  owed  their  success  in  life  to  the  school  alone. 
They  were  nursed  with  no  silver  spoon.  I  have  in  my  mind 
the  names  of  four  brothers,  graduates  of  the  school,  one  of 
whom  has  been  for  years  an  officer  in  the  largest  bank  in 
Philadelphia,  another  an  officer  in  the  largest  trust  company, 
the  third  a  prominent  merchant  in  St.  Paul,  Minn.,  and  the  last 
for  thirty  years  the  indispensable  head  of  the  United  States 
Assay  Office,  in  New  York,  and  their  father  was  the  watch- 
man of  the  old  school  building. 

Need  I  ask,  in  conclusion,  whether,  in  the  face  ot  such 
results,  the  Central  High  School  should  not  receive  the  foster- 


GEORGE  INMAN   RICHE. 


THK      -.$> 

:Vj 
£dt 


39 

ing  care  of  this  community  and  its  jealous  protection  from 
ignorance,  envy  and  pride.  It  may  be  necessary  as  the  popu- 
lation increases  to  establish  a  Northern  High  School  and  a 
Southern  High  School,  but  God  grant  that  the  day  may  never 
come  when  Philadelphia  shall  not  hold  in  her  heart,  for  the 
full  education  of  the  pupils  of  the  public  schools,  one  Central 
High  School,  and  cherish  its  maintenance  as  her  most  sacred 
duty. 

Upon  the  conclusion  of  Mr.  Lewis'  address,  Colonel 
Dechert  introduced  the 

HON.  ROBERT  E.  PATTISON, 

Ex-Governor  of  Pennsylvania,  who  spoke  upon  the  topic, 
"  The  duty  of  the  State  to  furnish  gratuitous  Higher  Educa- 
tion." 

My  only  apology  for  attempting  at  this  hour  to  say  any- 
thing upon  the  subject  that  has  been  assigned  to  me  is  that 
such  an  occasion  will  not  take  place  again  within  the  next 
fifty  years.  I  do  not  know  which  astonished  me  the  most, 
the  assumption  of  the  committee  in  assigning  to  me  a  subject 
such  as  is  named  upon  the  programme,  to  be  responded  to  in 
ten  minutes,  or  my  consent  to  answer  in  that  time. 

It  is  a  very  old  theme.  It  has  received  the  attention  and 
consideration  of  philosophers,  teachers  and  educators  of  every 
age  since  the  first  dawn  of  imparted  knowledge.  It  has 
called  forth  more  literature  and  as  many  statistics  as  any  other 
subject  that  I  know  of,  except  the  one  that  you  all  ought  to 
be  familiar  with  at  this  time,  to  wit,  the  Tariff  question. 

What  I  shall  have  to  say,  therefore,  at  this  hour  of  the 
entertainment  and  upon  this  subject  will  simply  be  by  way  of 
suggestion.  Ought  the  State  to  furnish  gratuitous  higher 
education  ?  I  desire,  first,  to  eliminate  from  it  any  idea  of  a 
gratuity,  or  charitable  benefaction.  It  is  neither  a  gratuity 
nor  a  charitable  benefaction.  It  is  an  absolute  and  indispensa- 
ble necessity  in  popular  government.  The  founders  of  the 
Republic  treated  it  as  necessary  in  the  ideal  form  of  govern- 


40 

ment  they  were  founding  upon  the  American  Continent.  They 
believed  that  popular  government  could  not  be  founded  upon 
popular  ignorance  ;  and  that  doctrine,  assumed  by  them  more 
than  two  hundred  years  ago,  is  as  good  to-day  as  at  that  time. 
The  appreciation  of  its  truth  is  more  essential  at  this  hour  in 
the  history  of  the  Republic  than  at  any  time  in  the  past. 
Among  the  first  purposes  in  the  formation  of  the  Colonial 
Governments  was  provision,  not  only  for  an  elementary  educa- 
tion, but  for  higher  education.  As  early  as  1647,  the  Com- 
monwealth of  Massachusetts,  by  legislation,  made  special  pro- 
vision for  the  education  of  the  children  of  citizens,  both  of  tax- 
payers and  of  non-taxpayers,  in  the  higher  branches  of  learn- 
ing. It  was  this  foresight  and  innate  knowledge  of  the  needs 
of  Republican  government  that  paved  the  way  for  the  devel- 
opment of  that  historic  body  of  men  who  displayed  the  great- 
est measure  of  wisdom  ever  gathered  together  upon  the  earth 
and  astonished  the  cultured  courts  of  Europe.  It  was  from 
the  elementary  schools  and  from  the  high  school,  developed 
even  in  the  earlier  days  of  colonial  government  at  the  public 
expense,  that  there  were  brought  forth  the  men  who  conceived 
the  idea  of  an  independent  government  and  eventually  of  a 
Declaration  of  Independence. 

The  idea  of  the  colonies  on  the  subject  of  education  was 
carried  into  the  formation  of  the  state  governments.  All  of  the 
earlier  States  constituting  the  American  Union  made  provision 
for  education  not  only  in  the  elementary  branches,  but  in  the 
higher  branches.  The  States,  as  they  came  into  the  Union, 
adopted  the  same  provisions,  and  the  State  of  Indiana,  in  the 
first  constitution,  adopted  in  1816,  provided  for  a  general  sys- 
tem of  education  ascending  in  a  regular  gradation  from  the 
township  schools  to  a  State  university,  and,  as  has  been  already 
said  to  you,  Pennsylvania  has  an  imperative  command  in  its 
constitution  that  a  thorough  and  efficient  system  of  education 
shall  be  provided.  Article  10  says  :  "  The  General  Assembly 
shall  provide  for  the  maintenance  of  a  thorough  and  efficient 
system  of  public  schools,  wherein  all  the  children  of  this  Com- 
monwealth above  the  age  of  six  years  may  be  educated." 
Now,  since  the  law  considers  all  to  be  children  who  are  under 


twenty-one  years  of  age,  it  seems  strange  that  the  framers  of 
the  constitution  intended  children  to  remain  fifteen  years  in 
school  studying  only  reading,  writing  and  arithmetic.  And  I 
pause  here  for  a  moment,  and  you  will  pardon  me,  although 
the  hour  is  late,  to  cite  very  high  authority.  President  John 
Adams,  in  his  work  on  government,  declares  that  laws  for  the 
liberal  education  of  youth  are  so,  extremely  wise  and  useful 
that  to  a  humane  and  generous  mind  no  expense  for  this  pur- 
pose would  be  thought  extravagant.  Mr.  Madison  also  wrote 
to  the  same  effect,  and  enlarged  upon  this  question  of  educa- 
tion, saying  that  learned  institutions  ought  to  be  favorite  ob- 
jects with  every  free  people/  They  throw  that  light  over  the 
public  mind,  which  is  the  best  security  against  crafty  and  dan- 
gerous encroachments  on  the  public  liberty. 

Such  are  a  few  of  the  declarations  of  the  eminent  states- 
men and  scholars  concurred  in  by  all  of  their  most  distin- 
guished contemporaries.  "  They  are  the  deliberately  ex- 
pressed opinions  of  men  by  whose  wisdom  and  foresight 
States  were  formed  and  a  Nation  created."  The  caution  and 
advice  they  gave  the  men  of  their  day  we  ought  to  be  pre- 
pared to  accept,  receive,  expound,  and  extend,  to-day,  in  our 
public  school  system. 

Again,  higher  education  is  necessary  for  the  protection  of 
property.  As  had  been  said  by  a  distinguished  writer,  Mr. 
Horace  Mann,  "  without  a  sense  of  the  inviolability  of  property, 
your  title  deeds  are  but  waste  paper."  Higher  education, 
under  our  forms  of  government,  is  necessary  for  the  protection 
of  the  person.  Without  a  sense  of  the  sacredness  of  person 
and  life  you  are  only  a  watch  dog  whose  baying  is  to  be 
silenced  that  your  home  may  be  more  securely  entered  and 
plundered.  A  guilty  few  can  destroy  the  peace  of  the  virtu- 
ous many.  One  incendiary  can  burn  faster  than  a  thousand 
industrious  workmen,  can  build.  And  this  is  as  true  of  the 
social  rights  as  of  material  edifices.  These  questions  have  been 
referred  to,  to-night,  upon  this  platform  ;  but  I  advert  to  them 
again  because  I  believe  in  their  importance.  The  questions  of 
communism,  of  socialism,  of  anarchism  only  appear  among  us 
to-day  because  the  people  who  hold  those  opinions  are  with- 


42 

out  that  proper  educated  thought  of  which  every  American 
citizen  should  be  in  possession. 

Teach  men  to  think,  and  there  will  be  no  rioting.  Let 
reason  possess  the  minds  of  our  fellow-citizens,  and  justice  will 
reside  in  their  hearts.  Teach  them  in  order  that  they  may  have 
wise  conceptions  and  educated  views  of  our  government.  Alle- 
giance, and  fidelity,  with  proud  enthusiasm,  will  then  prevent 
any  disturbance  on  the  part  of  its  intelligent,  educated,  and 
thoughtful  citizens. 

Higher  education  is  necessary  because  there  is  a  demand 
for  it.  The  institution  known  as  "  the  Chautauqua  Circle," 
with  its  sixty  thousand  members  scattered  throughout  the 
union,  is  an  illustration.  It  is  a  voice  in  the  wilderness  crying, 
"  Make  straight  the  way  to  higher  education."  Here,  in  this 
local  community,  the  Temple  College  is  just  being  instituted, 
and  such  demands  are  made  upon  the  authorities  for  admission 
that  provision  can  hardly  be  made  for  proper  accommodation. 
The  magnificent  gift  with  the  provisions  made  for  a  private 
High  School  under  Mr.  Cahill's  will,  where  more  than  nine 
hundred  students  can  be  instructed  in  the  higher  branches  of 
learning,  emphasizes  the  demand  for  a  higher  public  system 
of  education.  It  is  more  important,  at  this  period,  that  we 
should  have  such  institutions  to  provide  for  a  higher  educa- 
tion, than  it  was  fifty  years  ago  to  provide  for  elementary  edu- 
cation. 

Higher  education  is  necessary  because  it  develops  the 
lower  branches  and  system  of  education.  Every  community 
is  better  by  reason  of  the  presence  of  a  Public  High  School  in 
its  midst  than  it  would  be  if  it  had  no  High  School.  "  There 
will  be  more  educated  people  in  every  town  maintaining  a 
High"  School  than  there  would  be  without  it."  It  gives  in- 
creased efficiency  to  the  elementary  schools.  Huxley  has 
well  put  it,  that  no  system  of  public  education  is  worthy  the 
name,  unless  it  creates  an  educational  ladder  with  one  end  in 
the  gutter  and  the  other  in  the  university. 

Higher  education  is  necessary,  because  of  the  benefit  it 
confers  upon  the  citizens.  There  are  at  present  more  than 
ten  million  children  enrolled  in  the  public  school  system  of 


DAVID  W.   BARTINE. 


43 

the  country  between  the  ages  of  four  and  twenty-one,  and  less 
than  one  hundred  thousand  students  in  the  paid  universities, 
colleges  and  private  academies.  If  an  educational  system  is 
regarded  as  so  highly  beneficial  to  those  who  are  able  to  pay 
for  it,  the  same  advantages  should  be  given  by  the  State  to 
those  who  are  unable,  otherwise  you  limit  the  higher  educa- 
tion to  the  children  of  the  well-to-do,  for  only  the  well-to-do 
would  have  the  means  to  pay  for  it,  and  this  might  prove  a 
damaging,  perhaps  a  perilous,  venture  for  the  State.  Let  it 
not  be  said  of  our  country,  in  this  the  nineteenth  century, 
where  education  has  done  more  to  advance  the  interests  of 
humanity,  under  the  ideal  form  of  popular  government,  than 
any  other,  that  we  have  men  and  women  seeking  education, 
and  yet  with  a  surplus  in  our  Treasury  we  are  not  willing  to 
give  to  them  that  which  will  perpetuate  our  institutions. 

And  higher  education  will  perpetuate  our  government. 
Wealth  and  industry  will  not  give  permanence  to  a  govern- 
ment "  for  the  people  and  by  the  people,"  or  Holland  would 
still  be  free.  Intellectual  culture  and  a  just  appreciation  of  the 
sublime  and  beautiful  are  insufficient  guards,  or  Greece  would 
not  have  yielded  to  a  foreign  oppressor.  Extensive  sway  will 
not  give  stability  to  freedom,  or  Rome  would  have  escaped  the 
cruel  domination  of  the  Caesars.  Bravery  and  an  enthusiastic 
admiration  for  military  renown  will  not  sustain  liberal  govern- 
ments, or  France  would  not  have  thrice  exchanged  a  republic 
for  an  empire.  Even  with  upright  rulers,  chosen  by  them- 
selves, and  a  knowledge  of  divine  law,  the  Jews  desired  and 
obtained  a  king.  Wealth  and  industry,  intellectual  culture, 
heroic  achievements,  the  control  of  extensive  territory,  and  up- 
right rulers  may  assist  to  extend,  but  they  alone  will  fail  to 
perpetuate  free  institutions.  This  must  be  accomplished  by 
an  education  diffusive  as  the  atmosphere,  vivifying  as  the  light 
of  day,  and  imbued  with  wisdom  from  on  high.  Let  such  an 
edacation  pervade  the  body  politic,  and  the  benign  institutions 
of  this  republic  will  be  as  enduring  as  the  mountains  which 
ridge  its  vast  domain.  Neither  foreign  foes  nor  misguided  cit- 
izens will  ever  desecrate  the  sanctuary  or  mar  the  temple 
which  has  been  consecrated  to  liberty.  Those  who  have  lab- 


44 

ored  for  the  improvement,  elevation  and  freedom  of  men  will 
pass  from  the  stage  of  action  cheered  by  the  assurance  that 
their  efforts  have  not  been  in  vain  ;  and  the  great  and  good 
of  every  age  will  turn  from  the  melancholy  contemplation  of 
crushing  despotism  and  distracted  republics  to  admire  a  pros- 
perous, enlightened  and  happy  people,  gathered  from  every 
land,  bowing  to  the  same  God,  and  governed  by  the  same  lib- 
eral institutions. 

The  exercises  of  the  evening  were  closed  with 
THE  BENEDICTION, 

pronounced  by  the  REV.  SAMUEL  LAIRD,  D.  D.,  as  follows  : — 

The  Lord  keep  thee  and  preserve  thee ;  the  Lord  make 
His  face  shine  upon  thee,  and  be  gracious  unto  thee  ;  the  Lord 
lift  up  His  countenance  upon  thee  and  give  thee  peace.  Amen. 


SEMI-CENTENNIAL  RECEPTION, 

TUESDAY,  OCTOBER  3O,  1888. 

The  following  article  is  taken  from  the  Public  Ledger  of 
Wednesday,  October  31,  1888. 

"  A  reception  under  the  auspices  of  the  Associated  Alumni  of  the 
Boys'  Central  High  School,  at  St.  George's  Hall,  last  evening,  formed  a 
fitting  conclusion  to  the  exercises  marking  the  fiftieth  anniversary  of  the 
founding  of  the  institution,  the  occasion  affording  an  opportunity  to  in- 
troduce the  newly-elected  President,  Professor  Henry  Clark  Johnson,  to 
the  Alumni  generally,  and  enabling  the  latter  to  renew  acquaintances 
formed  in  school  life.  Across  the  front  of  the  stage  and  scattered  through 
the  hall  and  on  the  stairways  was  a  profusion  of  chrysanthemums,  palms 
and  other  foliage  and  flowering  plants,  and  concealed  in  the  mass  of 
greens  on  the  stage  the  Germania  Orchestra  played  at  intervals  pleasing 
musical  selections.  The  occasion  partook  of  the  nature  of  a  social  gath- 
ering, and  was  as  enjoyable  as  it  was  informal. 

The  officers  of  the  Association  and  members  of  the  Executive  and 
Reception  Committees,  to  whom  were  assigned  the  agreeable  duty  of 
welcoming  the  guests  and  fellow  alumni,  were  as  follows  :  Ex-Governor 
Pattison,  President ;  John  F.  Lewis  and  John  R.  Fanshawe,  Vice-Presi- 
dents  ;  Charles  Biddle,  Treasurer  ;  George  B.  Hawkes,  Recording  Sec- 
retary ;  George  J.  Brennan,  Corresponding  Secretary,  and  Frederick 
Schober,  Master  of  Archives.  Executive  Committee — Mr.  Lewis,  Chair- 
man ;  Prof.  E.  J.  Houston,  who  was  also  Chairman  of  the  Committee  on 
Public  Library  ;  Stephen  W.  White,  Chairman  of  the  Committee  on  Pub- 
lication ;  Colonel  Robert  P.  Dechert,  Chairman  of  the  Committee  on 
Public  Meeting,  and  John  T.  Elliot,  Chairman  of  the  Finance  Com- 
mittee. Reception  Committee — John  J.  Weaver,  Chairman ;  General 
J.  W.  Latta,  Charles  Biddle,  Jacob  Singer,  Daniel  W.  Grafly,  William 
Harkness,  Jr. .David  Hoffman,  John  T.  Elliot  and  John  F.  Lewis. 

Mingled  with  the  assemblage  were  men  prominent  in  many  walks 
of  life,  including  clergymen,  scientists,  members  of  the  bar,  journalists, 
manufacturers  and  merchants." 

LETTERS  OF  REGRET. 

"  Many  letters  of  regret  were  received  by  the  committee  in  charge 
from  alumni  who  were  prevented  from  being  present,  among  whom  were  : 

Major  L.  Cooper  Coleman,  U.  S.  Engineers,  Cleveland,  O.  ;  W. 
Irving  Vinal,  U.  S.  Coast  Survey,  Wood's  Holl,  Mass. ;  J.  SnowdenBell, 


46 

Pittsburg  ;  the  Rev.  Reese  F.  Alsop,  Brooklyn;  Hon.  Leon  Abbett,  New 
Jersey  ;  A.  O.  Peale,  U.  S.  Geological  Survey,  Washington,  D.  C. ; 
Clement  A.  White,  Schenectady,  N.  Y.  ;  H.  S.  Teal,  Chicago  ;  Prof.  H. 
W.  Knauff,  St.  Paul;  Rev.  M.  Byllesby,  Allegheny,  Pennsylvania; 
T.  M.  McMurtrie  Kerr,  Jr.,  New  York  ;  H.  M.  Clair,  Jr.,  Dallas,  Texas  ;  J. 
W.  Mindil,  Port  Allegheny,  Penna. ;  Thomas  H.  Child,  New  York;  Dr. 
G.  K.  Hassenplug,  Denver  ;  Prof.  Cyrus  Adler,  Johns  Hopkins  Univer- 
sity, Baltimore  ;  Russell  P.  Jacoby,  Newark,  N.  J.  ;  Aaron  Haas,  Atlanta, 
Georgia  ;  Wilson  R.  Steady,  New  York,  and  Joseph  W.  Richards,  Beth- 
lehem. 

"  Governor  Beaver,  who  had  been  invited  to  be  present,  sent 
the  following  communication  :  "  I  am  honored  by  the  invita- 
tion of  your  Executive  Committee  to  attend  the  semi-centen- 
nial reception  of  the  Central  High  School  of  Philadelphia,  to 
be  held  at  St.  George's  Hall,  Thirteenth  and  Arch  Streets,  on 
Tuesday  evening,  October  3<Dth.  It  would  give  me  great 
pleasure  to  be  present  on  the  occasion  of  this  reception,  form- 
ing a  part  of  the  semi-centennial  of  your  High  School,  and  I 
would  certainly  avail  myself  of  the  opportunity  to  testify  my 
appreciation  of  the  educational  advantages  offered  to  the  young 
people  of  Philadelphia,  by  joining  you  on  the  occasion,  were 
it  not  that  engagements  elsewhere  demand  my  attention  on  the 
evening  named." 

WHO  WERE  THERE. 

The  following  is  as  complete  a  list  of  those  present  as 
could  be  obtained  : 

Ex-Governor  Pollock,  Henry  C.  Loughlin,  William  H. 
Staake,  Prof.  John  F.  Holt,  Prof.  Henry  Clark  Johnson,  Dr. 

C.  M.  Cresson,  Judge  Michael  Arnold,  Col.  Robert  P.  Dechert, 
John  J.  Weaver,  Dr.  S.  Solis  Cohen,  Walter  E.  Rex,  Joel  Cook, 
Thomas    W.  Marchment,  Isaac    N.    Solis,    Isaac    R.  Childs, 
Charles  Biddle,  George  S.  Fox,  Addison   B.  Burk,  James  D. 
Ferguson,  Col.  Charles  S.  Greene,  Edward  T.  Steel,  Col.  John 
I.  Rogers,  Prof.  James  MacAlister,  Emanuel  Furth,  James  H. 
Ridings,  Joseph  L.  Caven,  Stephen  W.  White,  Jacob  Singer, 

D.  W.  Grafly,  Albert  B.  Weimer,  Col.  Charles  H.  Banes,  Prof. 
Z.  Hopper,   Prof.   M.   B.   Snyder,  Joseph  S.  Harris,  Prof.  E. 


MONROE  B.   SN.YDER. 


47 

Otis  Kendall,  LL.  D.,  Prof.  Francis  N.  Thorpe,  Ph.  D.,  Samuel 
W.  Pennypacker,  Samuel  R.  Louchheim,  John  M.  Campbell, 
Alex.  P.  Colesberry,  Dr.  Wm.  Pepper,  Geo.  Harding,  D.  E. 
Dallam,  the  Rev.  J.  Edgar,  Ph.  D.,  of  Chambersburg ;  Judge 
F.  Amadee  Bregy,  Thos.  E.  Merchant,  Prof.  A.  H,  Fetterolf, 
Prof.  W.  L.  Sayre,  John  H.  Graham,  John  S.  Jenks,  Com- 
mander James  M.  Forsyth,  John  H  .  Catherwood,  Prof. 
George  H.  Cliff,  Adam  Everly,  P.  A.  Fagen,  James  Hughes, 
Rev.  E.  C.  Griffiths,  James  R.  Gates,  Henry  R.  Edmunds, 
Alexander  Adaire,  Charles  W.  Alexander,  Stockton  Bates,  R. 
A.  West,  Clinton  R.  Woodruff,  Jones  Wister,  B.  Frank  Ab- 
bett,  John  R.  Fanshawe,  Professor  James  F.  C.  Sickel,  Wm. 
R.  Dagee,  Joseph  S.  Goodbread,  Dr.  Michael  O'Hara,  Wm. 
R.  Tucker,  A.  D.  Lauer,  W.  A.  Swayne,  T.  Guilford  Smith, 

E.  Cooper  Shapley,  M.  Burkhardt,  Joseph   E.   Lame,  Daniel 

F.  Lorenz,  John  Overn,  Alfred    llelmbold,  Jr.,  Edward  W. 
Bart,  John  C.  Young,  Angus  Cameron,  John  W.  Selser,  A.  G. 
Elliot,  Dr.  T.  H.  Carmichael,  George  J.  Brennan,  Dr.  Henry 
Hartshorne,  Alfred   C.  Rex,  John  S.  Kuen,  John  T.  Monroe, 
Harry  G.  Hassenplug,  George  B.   Hawkes,   H.  W.  Halliwell, 
William  M.  Abbey,  Wilbur  F.  Rose,  Charles  M.  Peterson,  A. 
M.   Manship,  Joseph   M.  Truman,  Jr.,   William   N.  Stevens, 
William  C.  Carrick,  William  Roberts,  Jr.,  J.  I.  Lenhart,  J.   G. 
Hammer,  Howard  W.  Lewis,  Willfom  H.  Castle,  C.  A.  Kurl- 
baum,  Dr.  Charles  M.  Thomas,  J.    M.    Murray,  J.   M.    Pile, 
Frank  D.  Mawhinney,  A.  E.  Irwin,  Richard  Y.  Cook,  Joseph 
A.  Sinn,  J.  G.  Cope,  Thomas  A.   Gummey,  Joseph  P.  Mum- 
ford,  Adolph  Eichholz,  Edwin   L.  Griffiths,  Arthur  R.  Cobb, 
J.  O.  Deshong,    Charles  H.  Elliot,  Samuel   L.   Taylor,  John 
Mason,  Horace  B.    Pearson,  John  Harris,  W.   H.  Loughlin, 
George  H.  Buchanan,  James  G.  McCollin,  George  N.  Seeler, 
James   M.   Martin,  B.    F.  Barnes,  Geo.  P.  Buzby,  J.  A.  Stam- 
bach,  John  C.  Dounton,  John  Heins,  Geo.  M.  Beringer,  Louis 
J.  Lautenbach,  M.  D.,  Charles  A.  Pearson,  Jacob  S.  Hess,  George 
P.   Morgan,  E.  Dunbar  Lockwood,  Ira  E.  Walraven,   J.   H. 
McClement,  Wm.  B.  Rogers,  Wm.  A.  Flanagan,  B.  F.  Dennis- 
son,  Harry  F.  West,  George  J.  Garde,  Major  W.  H.  Lambert, 


48 

Alfred  M.  Klein,  David  Klein,  Dr.  E.  Tileson  Ward,  VV.  A. 
Levering,  Clarence  S.  Kates,  Horace  N.  Kates,  Andrew  J. 
Morrison,  W.  J.  Prentice,  Frank  S.  Christian,  Wm.  H. 
McKinney,  Thomas  A.  Robinson,  E.  Z.  Moyer,  Charles  A. 
Randall,  John  M.  Miller,  Samuel  T.  Child,  Edward  Lewis, 
George  W.  Kendrick,  Jr.,  Victor  A.  Ellis,  Hibbert  S.  Holby, 
Robert  H.  Hinckley,  William  T.  Gummey,  Charles  H. 
Biles,  Clinton  R.  Woodruff,  Dr.  John  R.  Stevenson,  Jesse 
J.  Barker,  Charles  H.  Lefevre,  Jacob  M.  Rommel,  Sid- 
dons  Harper,  W.  B.  Rommel,  C.  M.  Towne,  C.  V.  McManus, 
G.  Harry  Davis,  Alfred  H.  Wright,  Charles  S.  Lincoln,  J.  Sel- 
lers Bancroft,  Florance  W.  Grugan,  George  D.  Melloy,  Wm. 
A.  Davis,  Hugh  DeHaven,  Joseph  J.  Babcock,  John  Rommel, 
Jr.,  William  O.  Dunne,  Dr.  Ambler  Tees,  John  J.  Macfarlane, 
John  M.  Nuller,  William  Wood,  Walter  Zimmerman,  Wm. 
F.  Sheerer,  Jr.,  W.  F.  Monroe,  F.  H.  Evans,  D.  F.  Murphy, 
Henry  J.  McCarthy,  William  A.  Child,  Dr.  W.  B.  Trites,  Ben- 
jamin T.  Moore,  Randall  Chase,  Prof.  H.  B.  Whittington, 
Charles  H.  Rutter,  David  B.  Hilt,  Dr.  Charles  S.  Turnbull,  Dr. 
Harry  F.  Baxter,  Russel  B.  Chipman,  Ralph  Fullerton,  Will- 
iam L.  Dubois,  Harry  S.  Hopper,  Henry  G.  Harris,  Frederick 
D.  Langenheim,  Judge  Robert  N.  Willson,  Judge  William  B. 
Hanna,  Judge  James  Gay  Gordon,  Dr.  M.  J.  Grier,  Capt.  John 
P.  Green,  John  F.  Lewis,  Dr.  A.  R.  Rainear,  Wm.  Nelson 
West,  Prof.  Edwin  J.  Houston,  John  T.  Elliot,  Prof.  Frederick 
F.  Christine,  Joseph  Murphy,  C.  T.  Harrop,  Prof.  D.  W.  Bar- 
tine,  John  W.  Brown,  Marcus  I.  Brock,  J.  Howard  Morrison, 
George  W.  Seeler,  James  F.  Martin,  Louis  Ashbrook,  John 
Mason,  Eugene  R.  Albertson,  Thomas  H.  Clarke,  Judge  Will- 
iam N.  Ashman,  Samuel  Sailor,  John  L.  Kinsey,  James  S, 
Whitney,  Dr.  John  R.  Stevenson,  Dr.  Rynear  Williams,  F.  R. 
Shattuck,  Dr.  J.  Solis  Cohen,  William  S.  Divine,  Armour  D. 
Acheson,  Edward  Lewis,  Prof.  Edgar  A.  Singer,  Owen  Shoe- 
maker, W.  H.  Lewis,  Joseph  M.  Wilson,  Wm.  M.  Burkhardt, 
John  Gallagher,  Oliver  P.  Cornman,  William  H.  Child,  John  S. 
Stevens,  Prof.  H.  Willis,  Samuel  T.  Benner,  Franklin  L.  Lyle, 
Charles  F.  Abbot,  William  T.  Shoemaker,  Charles  F.  Gummey, 
Albert  E.  Zacherle,  J.  G.  Cope,  Samuel  B.  Wylie,  S.  Edwin 


49 

Megargee,  B.  F.  Banes,  William  H.  Scott,  Genl.  William  J. 
Latta,  William  Harkness,  Jr. 

Every  graduating  class  was  represented.  From  the  first 
class,  even,  there  were  present  George  Harding,  Thomas  Tol- 
man,  Dr.  Charles  M.  Cresson,  William  M.  Abbey,  William  B. 
Keen,  Benjamin  P.  Horner,  James  G.  McCollin,  Thomas  H. 
Clark,  of  this  city,  and  Charles  S.  Fithian,  of  Bridgeton,  N.  J. 

The  reception  recalled  many  pleasant  memories  of  school 
days,  and  the  desire  was  unanimous  that  such  a  reunion  should 
be  held  annually. 


THE 
SEMI-CENTENNIAL  COMMITTEE 

consisted  of  one  member  appointed  from  each  class  by  Mr. 
John  F.  Lewis,  who  was  elected  Chairman  by  the  Associated 
Alumni  at  a  meeting  held  February  15,  1888.  The  commit- 
tee was  as  follows : 


Chairman— JOHN  F.  LEWIS. 
Class 

1  George  Harding 

2  Edward  W.  Clark 

3  Stephen  N.  Winslow 

4  William  D.  Gardner 

5  Charles  S.  Lincoln 

6  Charles  H.  Cramp 

7  William  Ernst 

8  William  Stirling 

9  Charles  S.  Greene 

10  Lewis  C.  Cassidy 

11  James  S.  Whitney 

12  Charles  H.  Banes 

13  Lewis  H.  Redner 

14  William  M.  Smith 

15  William  M.  Singerly 

16  John  C.  File 

17  Kensel  Wills 

1 8  Charles  F.  Gummey 

19  James  T.  Mitchell 

20  Edward  H.  Binns 

21  Clement  R.  Wainwright 

22  Leon  Abbett 

23  John  T.  Elliot 

24  William  A.  Levering 

25  William  Harkness 

26  Joseph  M.  Pile 

27  Edme  H.  D.  Fraley 

28  James  W.  Latta 

29  Charles  W.  Alexander 

30  John  G.  Johnson 

31  Stephen  W.  White 

32  Henry  R.  Edmunds 

33  Joel  Cook 

34  Daniel  W.  Grafly 


Secretary— HARRY  S.  HOPPER. 
Class 

35  John  J.  Weaver 

36  Jesse  G.  Hammer 

37  Robert  P.  Dechert 

38  Benjamin  O.  Loxley 

39  Richard  Y.  Cook 

40  Holstein  De  Haven 

41  William  G.  Macdowell 

42  Stockton  Bates 

43  Edwin  J.  Houston 

44  Walter  E.  Rex 

45  William  H.  Staake 

46  Thomas  W.  Ayres 

47  Adclison  B.  Burk 

48  S.  Edwin  Megargee 

49  P.  F.  Rothermel,  Jr. 

50  Alfred  C.  Rex 

51  Albert  N.  Heritage 

52  Charles  S.  Turnbull 

53  Charles  F.  Ciller 

54  Joseph  Esherick 

55  Craig  N.  Liggett 

56  George  J.  Garde 

57  J.  Alexander  Simpson,  Jr. 

58  Robert  N.  Simpers 

59  Harry  M.  Albertson 

60  Solomon  Solis  Cohen 

61  Howard  W.  Lewis 

62  Albert  E.  Zacherle 

63  John  C.  Dounton 

64  Angus  Cameron 

65  Albert  B.  Weimer 

66  Harry  S.  Hopper 

67  Henry  C.  Loughlin 

68  Gordon  M.  Christine 


Class  Class 

69  Jacob  Singer  83  George  H.  Bickley,  Jr. 

70  David  Hoffman  84  H.  Frank  Moore 

71  Louis  J.  Lautenbach  85  Francis  C.  Adler 

72  Charles  Bicldle  86  Clinton  R.  Woodruff 

73  Samuel  B.  Wylie  87  Howard  W.  Dubois 

74  T.  Walter  Gelwicks  88  George  S.  Garrett 

75  Charles  H.  Edmunds  89  Harry  V.  Wille 

76  John  I.  Harrison  90  William  E.  O'Donnell 

77  William  Attmore  Davis  91  William  H.  Stafford,  Jr. 

78  Harry  H.  Senior  92  Morton  Z.  Paul 

79  Louis  P.  Brenan  93  F.  E.  Schemmerhorn 

80  Frederick  J.  Halterman  94  William  W.  Wood 

81  Oliver  P.  Cornman  ,.  95  Frank  L.  Newburger 

82  Archibald  R.  Dewey  96  Herbert  S.  Lund 


THE  EXECUTIVE  COMMITTEE 

appointed   by  the   General   Committee,  was    as    follows,   the 
members  being  the  Chairmen  respectively  of  sub-committees: 

JOHN  F.  LEWIS,  ROBERT  P.  DECHERT, 

Chairman.  Public  Meeting. 

EDWIN  J.  HOUSTON,  JOHN  J.  WEAVER, 

Memorial  Library.  Reception. 

STEPHEN  W.  WHITE,  JOHN  T.  ELLIOT, 

Publication.  Finance. 

HARRY  S.  HOPPER,  Secretary. 

The  Finance  Committee  raised  sufficient  money,  not  only 
to  pay  expenses,  but  also  to  hand  over  to  the  Public  Library 
Committee  quite  a  handsome  sum  ;  and  the  Reception  Com- 
mittee also  paid  expenses  and  added  generously  to  the  Li- 
brary Fund. 

THE  MEMORIAL  LIBRARY. 

As  a  memorial  of  the  Semi-Centennial,  the  establishment 
of  a  library  has  been  adopted.  Such  a  library  in  connection 
with  the  studies  of  History  and  English  Literature  would  enable 
the  students  to  broaden  the  instruction  received  from  the  pro- 
fessor directly  and  thus  be  of  great  educational  value.  A 


52 

scientific  library  would  also  be  of  great  benefit  to  the  scholars 
and  induce  a  spirit  of  original  research  which  would  in  time 
undoubtedly  bring  forth  rich  fruit. 

About  1,000  volumes  have  been  collected  thus  far  and  a 
sum  of  money  raised  which  greatly  encourages  the  committee  in 
its  work.  Professor  Edwin  J.  Houston  is  chairman  of  the  Sub- 
Committee  on  Library,  and  contributions  of  books  or  money 
may  be  sent  to  him  at  the  School.  If  the  Memorial  Library  is 
to  be  made  a  success,  the  work  of  the  Semi-Centennial  Com- 
mittee has  but  just  commenced  and  its  labor  should  continue 
until  the  number  of  volumes  received  is  worthy  to  commemor- 
ate the  great  event  which  occasioned  their  collection, 


OFFICERS  OF  ASSOCIATED  ALUMNI. 


President, 

ROBERT  E.  PATTISON. 

Vice -Presidents, 

JOHN  F.  LEWIS,  JOHN  R.  FANSHAWE. 

Treasurer, 

CHARLES  BIDDLE. 

Recording  Secretary,  Corresponding  Secretary, 

GEORGE  B.  HAWKES.  GEORGE  J.  BRENNAN. 

Master  of  Archives, 

FREDERICK  SCHOBER. 


MANAGERS. 

JOSEPH  L.  CAVEN,  JOHN  J.  WEAVER, 

ROBERT  P.  DECHERT,  GEO.  INMAN  RICHE, 

DANIEL  W.  HOWARD,  JACOB  SINGER, 

HORACE  M.  RUMSEY,  Louis  P.  BRENAN, 

WILLIAM  M.  SMITH,  HENRY  R.  EDMUNDS, 

ROBERT  W.  FINLETTER,  JAMES  GAY  GORDON, 

DANIEL  W.  GRAFLY,  JOHN  S.  JENKS. 


GEORGE  H.   CLIFF. 


THE 

CENTRAL  HIGH  SCHOOL 


OF    PHILADELPHIA: 


AN  HISTORICAL  SKETCH 


BY 


GEORGE  H.  CLIFF 


PRIOR  to  the  year  1833  the  public  school  system  of  Phila- 
delphia was  very  defective,  and  the  opportunities  it  gave 
for  acquiring  an  education  were  both  meagre  and  discouraging. 
The  growth  of  the  schools  was  slow  and  tedious,  and  during 
occasional  brief  periods,  the  movement  was  backward  rather 
than  forward.  In  1831  Thomas  Dunlap  became  President  of 
the  Board  of  Control,  and  under  his  progressive  influence  the 
aspect  of  educational  affairs  radically  changed.  He  quickly 
perceived  the  faults  of  the  "  Lancasterian  "  system,  which  had 
been  in  obligatory  use  since  1818.  He  succeeded  in  institut- 
ing a  thorough  reform  of  the  existing  school's,  securing  the 
erection  of  new  buildings  and  the  establishment  of  the  infant 
departments,  out  of  which  grew  the  primary  schools.  The 
active  friends  of  education  urged  the  need  of  legislative  action 
to  secure  for  the  entire  State  the  common-school  privileges 
then  enjoyed  only  by  the  city  of  Philadelphia.  The  Act  of 
June,  1834,  which  provided  that  townships,  boroughs  and 
wards  should  constitute  school  divisions,  and  that  taxes  should 
be  levied  in  order  to  maintain  schools  at  public  expense,  awak- 
ened a  most  intense  opposition  in  many  parts  of  the  State,  and 
had  it  not  been  for  the  powerful  support  of  Thaddeus  Stevens, 
George  Wolf,  Joseph  Ritner  and  men  of  like  stamp,  this  first 
broad  and  general  public  free-school  law  would  have  been 
repealed  and  its  beneficent  purposes  annulled.  On  the  con- 
trary, however,  these  earnest  friends  of  education  succeeded 
in  moulding  public  sentiment  in  favor  of  the  free  public  schools, 
so  that  in  1836,  the  Legislature  amended  and  improved  the  law 
of  1834.  The  amended  Act  repealed  the  statute  requiring  the 
use  of  the  "  Lancasterian  "  system  in  Philadelphia,  rendered  it 
obligatory  that  all  children  in  the  city  over  four  years  of  age 
should  be  educated,  and,  most  important  of  all,  authorized  the 
establishment  of  "  one  Central  High  School." 


During  its  early  years  the  public  school  system  was  very 
generally  regarded  in  the  light  of  a  public  charity,  an  impres- 
sion not  easy  to  dispel.  At  the  time  of  the  passage  of  the  Act 
of  1836,  there  were  no  public  schools  of  a  high  order  in  the 
city  of  Philadelphia,  and  such  as  then  existed  were  just  emerg- 
ing from  the  odium  of  charitable  institutions.  There  was  a 
general  awakening  to  the  need  of  better  and  more  advanced 
educational  facilities,  the  public  mind  being  doubtless  largely 
moved  in  this  matter  by  the  magnificent  bequest  of  Stephen 
Girard.  A  High  School  being  authorized  by  the  Legislature, 
its  immediate  erection  was  determined  upon  by  a  number  of 
public-minded  citizens,  and,  through  their  influence,  the  Board 
of  Control  was  moved  to  take  the  necessary  steps.  Closely 
following  the  favorable  action  of  the  Legislature,  came  the  ap- 
pointment by  the  Board  of  a  citizens'  committee  to  visit  other 
cities  and  inspect  their  schools.  The  members  of  this  commit- 
tee were  George  M.  Justice,  Morton  McMichael,  Sr.,  and 
Thomas  G.  Hollingsworth  ;  and,  in  company  with  President 
Dunlap,  of  the  Board  of  Control,  they  visited  the  schools 
of  New  York  and  Boston. 

Just  at  this  point  it  may  be  of  interest  to  note  the  names 
of  a  few  of  the  leading  spirits  of  the  Board  of  Control  then  in 
office.  This  body  was  composed  of  representative  citizens,  and 
the  office  was  held  to  be  one  of  much  honor.  The  president 
was  Thomas  Dunlap,  an  active,  pushing  and  progressive  man, 
whose  influence  was  powerful  and  fruitful  in  educational 
matters.  Richard  Penn  Smith  was  secretary  of  the  Board. 
Morton  McMichael,  then  a  young  man,  and  just  rising  in 
prominence,  was  a  diligent  member,  as  were  also  Judge  James 
Campbell  and  Richard  Vaux.  George  M.  Wharton  was  chair- 
man of  the  High  School  Committee,  and  his  fellow-members 
were  George  M.  Justice,  Andrew  Hooton,  James  Carstairs 
and  Thomas  G.  Hollingsworth,  all  of  them  men  of  note  and 
prominence,  whose  names  are  familiar  to  all  acquainted  with 
Philadelphia  history  of  the  last  half  century. 

In  1837  the  Board  of  Control  purchased  a  building  site 
on  Juniper  Street,  facing  upon  Penn  Square,  and  about  midway 
between  Market  and  Clover  Streets,  the  latter  a  small  thorough- 


fare  recently  closed  and  covered  by  Wanamaker's  store. 
Plans  were  prepared  for  a  building  to  accommodate  about  three 
hundred  and  fifty  pupils.  The  corner  stone  of  the  first  High 
School  was  laid  with  appropriate  ceremonies  on  September  19, 

1837- 

The  structure  was  completed  and  opened  for  use  on  Octo- 
ber 21,  1838.  The  building  was  of  brick,  with  a  marble  front. 
The  side  walls  were  painted  white,  and,  on  the  whole,  it  was  a 
more  imposing  structure  than  that  in  use  at  this  day.  It  was 
shaped  like  the  letter  "  T,"  the  main  structure  running  east 
and  west,  with  a  cross  structure  extending  north  and  south. 
In  the  angle  formed  by  the  wing  on  the  south  side  was  the 
playground,  while  south  of  this  stood  the  Pennsylvania  State 
Armory.  North  of  the  school  building,  a  tavern  stood  on  the 
corner  of  Market  and  Juniper  Streets ;  and  the  sheds,  into 
which  the  farmers  drove  their  teams  on  market  days,  stood  in 
the  angle  of  the  school  building,  close  to  its  walls.  At  the 
southwest  corner  of  Thirteenth  and  Market  Streets  was  the 
warehouse  of  the  Pennsylvania  Railroad.  In  those  days 
Thirteenth  Street  was  lined  with  quiet  homes,  in  Clover  Street 
were  small  houses,  while  Chestnut  Street  in  that  vicinity  was 
then  a  fashionable  part  of  the  town  and  was  filled  with  the 
residences  of  leading  and  wealthy  citizens. 

This  first  building  was  three  stories  in  height,  each  floor 
containing  three  rooms,  which  were  subsequently  divided,  as 
there  was  created  a  demand  for  more  rooms.  The  most  con- 
spicuous feature  of  the  new  school  was  the  observatory, 
rising  from  the  rear  of  the  main  building.  This  depart- 
ment of  the  new  institution  of  learning  was  at  the  time  the 
pride  of  the  city,  its  superior  equipment  being  famed  through- 
out the  land  and  well  known  even  abroad.  The  apparatus  was 
finer  than  that  of  Harvard  University,  and  its  instruments 
were  often  used  by  the  observers  of  the  Naval  Observatory  at 
Washington.  Professor  E.  Otis  Kendall  gave  a  detailed 
description  of  this  department  of  the  school  in  a  report  to  the 
Board  of  Control  in  1842,  and  this  document  is  of  no  little 
interest,  considered  from  the  standpoint  of  to-day,  when  astro- 
nomical science  has  progressed  to  a  point  so  far  in  advance  of 
that  it  then  occupied.  Professor  Kendall  wrote  : 


"  The  instruments  may  be  used  for  a  two-fold  purpose — 
to  furnish  practical  instruction  in  one  of  the  most  important 
branches  of  education,  and  thus  prepare  youths  for  becoming 
engineers,  surveyors  or  navigators,  and  to  subserve  the  ad- 
vancement of  practical  astronomy.  The  discovery  of  comets, 
nebulae,  etc.,  may  be  made  with  the  comet-searcher  and  equa- 
torial. The  positions  of  the  planets  may  also  be  observed 
with  reference  to  the  fixed  stars  in  their  vicinity  by  the  filar 
micrometer,  and  their  dimensions  and  the  distances,  dimensions 
and  period  of  their  satellites  may,  in  the  same  way,  be  deter- 
mined  I  cannot,  in  justice  to  the  makers  of  these 

instruments,  refrain  from  remarking  that  they  are  the  most 
perfect  specimens  of  mechanism  ever  imported  into  the  United 
States,  and  already  their  constitution  has  been  studied  by 
practical  mechanics  of  this  and  other  cities,  and  thus  the 
importation  of  these  instruments  has  produced  an  effect  upon 
the  manufacture  of  astronomical  instruments  similar  to  that 
which  followed  the  introduction  of  the  first  locomotive  from 
the  British  manufactories." 

The  opening  of  the  school,  on  October  26,  1838,  was 
marked  by  no  formal  exercises  and  the  occasion  was  charac- 
terized chiefly  by  its  entire  simplicity.  The  class  first  admitted 
contained  sixty-three  members,  of  an  average  age  of  twelve 
years  and  ten  months.  Several  members  of  this  first  class 
are  to-day  numbered  among  the  prominent  citizens  of  Phila- 
delphia. Thomas  H.  Clark,  now  police  magistrate  of  the 
23d  District;  William  M.  Abbey  ;  Dr.  Charles  M.  Cresson, 
the  eminent  chemist  and  gas  expert;  George  Harding,  an 
attorney  of  note ;  James  A.  Kirkpatrick,  afterwards  Professor 
of  Phonography  and  for  many  years  Secretary  of  the  Faculty  ; 
Samuel  McCutcheon,  Professor  of  Higher  Arithmetic  and 
Mensuration  from  1876  to  1880,  were  among  the  first  sixty- 
three  to  enter  the  school. 

The  Faculty  of  the  school  in  its  first  year  included  but 
four  members.  Enoch  Wines,  A.  M.,  presided  over  the  de- 
partment of  Languages.  John  Frost,  LL.  D.,  taught  history, 
and  his  text  books  were  widely  used  and  very  popular  in 
those  days.  E.  Otis  Kendall,  A.  M.,  now  Vice-Provost  of  the 


FREDERICK  F.   CHRISTINE. 


University  of  Pennsylvania,  had  the  departments  of  Higher 
Mathematics  and  Astronomy.  Mathematical  branches  were 
also  taught  by  William  Vogdes,  LL.  D.  Although  there 
was  no  regular  organization  of  the  Faculty,  Professor  Wines 
assumed  the  duties  of  Principal,  while  those  of  Secretary 
were  performed  by  Professor  Vogdes.  As  to  a  curriculum, 
there  then  existed  hardly  anything  that  could  be  thus  dignified. 
The  character  of  the  course  of  instruction  may,  however, 
be  inferred  from  the  known  ability  of  the  instructors  and  the 
branches  assigned  to  them. 

In  its  second  year  the  school  began  to  assume  a  more 
definite  shape.  At  this  time  Girard  College  was  in  course  of 
erection  and  its  President-elect,  Alexander  Dallas  Bache, 
LL.  D.,  tendered  his  services  to  the  Board  of  Control  until  the 
completion  of  the  college  building  should  enable  him  to  begin 
his  work  there.  Gladly  accepting  this  offer,  the  Board  placed 
Professor  Bache  in  the  position  of  Advisory  Superintendent  of 
Schools,  with  a  special  commission  to  organize  the  High 
School,  of  which  he  was  at  the  same  time  made  acting  prin- 
cipal. During  the  year  the  staff  of  instructors  was  increased 
by  the  addition  of  Henry  McMurtrie,  M.  D.,  whose  depart- 
ment embraced  the  branches  of  Natural  History,  Anatomy, 
Physiology  and  Hygiene. 

The  period  of  Professor  Bache's  contact  with  the  school 
was  distinctively  formative.  The  first  principal  of  the  High 
School  was  a  man  of  exceptional  attainments.  A  West  Point 
graduate,  he  had,  after  a  successful  career  as  a  teacher  in  the 
University  of  Pennsylvania,  been  sent  to  Europe  by  the  Trus- 
tees of  the  Girard  Estate  to  visit  the  schools  of  Europe.  The 
experience  gained  abroad,  re-enforced  by  the  ripe  culture  of 
a  well-stored  and  disciplined  mind,  made  him  admirably  fitted 
to  the  task  of  shaping  a  course  for  the  High  School  to  follow- 
in  the  years  to  come.  It  was  his  duty  to  arrange  in  systema- 
tic order  the  somewhat  aimless  forces  of  the  school,  and  pro- 
vide an  efficient  and  judicious  policy  of  instruction.  That  he 
was  fully  equal  to  these  tasks,  and  that  he  accomplished  them 
in  an  able  manner,  is  shown  by  the  results  obtained  during  the 
period  of  his  brief  administration.  It  was  mainly  during  the 


8 

year  1840,  that  Professor  Bache  outlined  and  put  into  opera- 
tion the  policy  that  his  judgment  told  him  was  best  suited  to 
the  needs  and  capabilities  of  the  students.  Under  his 
guidance  the  school  quickly  assumed  a  well-defined  policy  and 
rapidly  rose  to  an  advanced  position  among  the  educational 
institutions  of  the  land.  J.  A.  Deloutte  was  added  to  the 
Faculty  as  Professor  of  the  French  Language  ;  Rembrandt 
Peale,  the  distinguished  artist,  was  given  the  branches  of  writ- 
ing and  drawing  ;  and  John  Sanderson  was  placed  at  the  head 
of  the  classical  department  to  succeed  Professor  Wines,  who 
devoted  himself  exclusively  to  mental  and  moral  science. 

The  plan  for  the  reorganization  of  the  school,  proposed 
by  Professor  Bache  and  adopted  by  the  Board  of  Control  in 
1840,  provided  for  a  system  of  instruction  running  through  four 
years,  with  semi-annual  examinations  in  January  and  July. 
Prior  to  this  time,  all  pupils  had  been  required  to  pursue  a 
course  of  classical  studies,  but  under  the  reorganization  there 
were  provided  three  courses,  from  which  students  were  privil- 
eged to  choose.  The  English  course  of  two  years,  which  was 
designed  for  those  pupils  who  must  enter  business  as  quickly 
as  possible,  omitted  the  study  of  ancient  and  modern  languages, 
while  the  time  set  apart  in  the  other  courses  for  this  purpose,  was 
devoted  to  some  of  the  advanced  English  studies  of  the  third 
and  fourth  years.  The  principal  course,  of  four  years  duration, 
was  intended  as  a  more  thorough  and  complete  preparation 
for  business  life,  including,  in  addition  to  the  studies  of  the 
Extra-English  course,  the  modern  languages,  French  and 
Spanish.  The  Classical  course,  intended  for  students  desiring 
to  follow  professional  life,  included  Greek  and  Latin  in  place 
of  the  modern  languages.  Concerning  the  reorganization  of 
the  courses  of  study,  Professor  Bache  said  :  "  The  arrangement 
of  the  recitations  was  founded  upon  the  time  which  experience 
in  similar  schools,  especially  in  those  so-called  'Real  Schools' 
in  Germany,  has  shown  to  be  necessary  for  the  full  develop- 
ment of  the  system,  modified,  however,  by  the  peculiar  cir- 
cumstances of  the  school,  which  required,  in  some  cases,  a  de- 
parture from  the  best  possible  arrangement." 


The  eminently  practical  character  of  the  school  at  this 
time  is  well  indicated  by  Professor  Bache's  report  for  the  term 
ending  December,  1840.  There  were  then  in  the  school  at 
the  commencement  of  the  term,  one  hundred  and  eighty-nine 
pupils,  distributed  as  follows:  Principal  course,  71  percent.; 
Classical,  22  per  cent. ;  English,  7  per  cent.  This  shows  the 
practical  tendencies  of  the  school.  In  the  report  to  which 
reference  is  made  above,  Professor  Bache  outlined  two  of  the 
cardinal  principles  of  his  pedagogic  creed.  He  wrote,  "  I 
fear,  however,  that  the  importance,  especially  in  a  college  for 
the  training  of  men  for  business,  of  models  and  apparatus  to 
keep  the  attention  of  pupils  directed  to  material  objects,  is  not 
so  deeply  felt  by  the  Board  as  I  would  desire.  Scholars  may 
be  made  by  books,  and  a  literary  turn  will  result  from  training 
by  exercises  in  reading  and  composition.  But  if  I  understand 
the  objects  of  this  High  School,  visible  and  tangible  illustra- 
tions by  means  of  instruction  should  abound  in  it.  The  re- 
verse is  the  case  at  present." 

His  other  point  was  concerning  the  method  of  holding 
examinations,  which  had  been  previously  conducted  orally 
and  in  public.  Professor  Bache  vigorously  deprecated  this 
system,  and  established  the  practice  of  holding  written  exam- 
inations. He  said :  "  Public  examinations  have  many  defects 
connected  with  their  advantages.  If  a  school  contains  many 
pupils  and  each  one  is  to  be  rigidly  examined,  they  become 
tedious  ;  and,  if  not  thorough,  they  are  apt  to  degenerate  to 
mere  occasions  for  display,  and  although  they  may  not  be  used 
for  such  a  purpose,  they  are  liable  to  the  suspicion  of  being 
thus  employed." 

Professor  Wines  resigned  his  position  in  October,  1841, 
and  was  immediately  succeeded  by  Oliver  A.  Shaw,  A.  M.,  who 
assisted  in  the  department  of  Belles  Lettres  in  addition  to  teach- 
ing moral  and  mental  philosophy,  the  branches  taught  by  Pro- 
fessor Wines.  During  this  term  the  study  of  Spanish  was  also 
first  introduced. 

At  the  close  of  this  year,  Professor  Bache  wrote,  in  his 
semi-annual  report :  "  The  object  of  the  High  School  being 
especially  to  provide  a  liberal  education  for  those  intended  for 


10 

business  life,  the  measure  of  its  success  must  be  sought  in  the 
tendencies  which  it  gives.  In  different  reports  I  have  called 
the  attention  of  the  Board  to  the  necessity  for  so  directing  the 
Studies  and  other  means  of  education,  as  to  prepare  our  pupils 
for,  not  to  remove  them  from,  business  life.  It  is  an  opinion 
entertained  by  some,  that  to  give  a  youth  a  liberal  education 
is  to  place  him  inevitably  out  of  the  business  sphere.  With 
view  to  directing  the  studies  of  our  first  class,  who  will  be 
entitled  to  certificates  of  graduation  in  July  next,  especially 
toward  the  branches  calculated  to  be  most  useful  to  them,  I 
addressed  a  circular  to  their  parents,  asking  the  occupation 
to  which  their  sons  would  go  on  leaving  the  High  School. 
The  answers  show  that  the  tendencies  of  the  school  are  right." 

In  September,  1842,  Professor  Bache  retired  from  the  High 
School,  much  to  the  regret  of  the  students  and  all  interested 
in  the  institution.  The  result  of  his  three  years  of  contact 
with  the  school  was  the  complete  organization  of  the  courses 
of  instruction,  and  the  establishment  of  the  school  upon  a 
sound  and  permanent  footing.  His  connection  with  the  school 
was  during  three  of  the  most  critical  years  of  its  history,  and 
the  services  he  rendered  in  organizing  the  institution  and  shap- 
ing its  policy  were  of  inestimable  value.  His  services  were 
highly  appreciated,  and  the  Board  of  Control  parted  with  him 
with  unfeigned  regret. 

Professor  Bache  was  the  idol  of  the  students,  and  his 
pleasant  geniality,  not  less  than  his  ready  tact,  did  much  to 
popularize  the  school.  He  was  a  man  of  rugged  build,  with 
a  manly,  almost  handsome  face  ;  and  this,  together  with  an 
air  of  courtly  kindliness  and  a  certain  mellow  humor,  com- 
bined to  form  a  striking  and  picturesque  personality  upon 
which  the  memories  of  his  students  delight  to  linger. 

Principal  Hart's  Administration. 

Upon  the  retirement  of  Professor  Bache,  John  S.  Hart, 
LL.D. ,  formerly  Adjunct  Professor  of  Languages  in  Princeton 
College,  was  placed  at  the  head  of  the  Central  High  School. 
Not  only  was  Professor  Hart  highly  recommended  by  the 
Princeton  faculty,  but  he  was  also  widely  recognized  as  an  able 


WILLIAM  H.  GREECE 


scholar  and  teacher  of  young  men.  The  wisdom  of  the  choice 
made  by  the  Controllers  soon  became  apparent,  for  the  new 
Principal  quickly  showed  himself  admirably  fitted  to  take  up 
the  reins  of  government  where  his  able  predecessor  had  dropped 
them.  Professor  Hart  was  a  man  of  quiet  and  refined  de- 
meanor, but  possessed  of  tireless  energy  and  never-failing  zeal. 
As  an  instructor,  his  success  was  marked  from  the  start,  while 
his  ability  as  an  executive  enabled  him,  in  a  brief  space  of 
time,  to  lift  both  the  school  and  himself  into  positions  of 
national  prominence.  As  a  disciplinarian,  he  was  the  equal  of 
a  regular  army  officer.  His  personal  manner  was  gentle  and 
precise.  While  his  first  impression  upon  strangers  was  one  of 
coldness  and  formality,  those  who  knew  the  man  found  him 
a  warm  and  genial  friend.  His  influence  upon  the  school  was 
most  refining,  and  his  enthusiasm  never  permitted  his  efforts  in 
behalf  of  the  institution  to  flag. 

The  organization  of  the  departments  of  instruction  dur- 
ing Professor  Hart's  first  term  was  as  follows : 

Department  of  Belles-Lettres,  Professor  Frost,  assisted    by   Professors 

Shaw  and  Sanderson. 

Department  of  Ancient  Languages,  Professor  Sanderson. 
Department  of  Modern  Languages,  Professor  Deloutte. 
Department  of  Theoretical  Mathematics,  Professor  Kendall. 
Department  of  Practical  Mathematics,  Professor  Vogdes. 
Department  of  Natural  History,  Professor  McMurtrie. 
Department  of  Natural  Philosophy,  Professor  Frazer. 
Department  of  Chemistry,  Professor  Booth. 

Department  of  Graphics,  Professor  Peale,  assisted  by  Professor  Becker. 
Department  of  Mental,  Moral  and  Political  Science,  Professor  Shaw. 

At  the  close  of  his  first  term,  Professor  Hart  subjected 
the  pupils  to  a  public  examination,  having  previously  given 
them  written  examination  in  many  of  the  branches.  An  innova- 
tion in  examinations  which  he  suggested  at  this  time,  and  later 
carried  into  effect,  \vas  the  extension  of  the  written  examina- 
tions to  all  branches,  as  far  as  practicable.  It  was  his  idea  to 
place  these  examinations  in  charge  of  eminent  gentlemen 
in  no  way  connected  with  the  school,  believing  that  this  course 
would  stimulate  the  pupils  to  a  high  degree  of  efficiency. 
Whatever  may  have  been  the  result  in  that  direction,  his 


12 

policy  certainly  did  secure  the  interested  attention  of  many 
scholarly  and  influential  men  who  were  called  upon  to  con- 
duct these  examinations.  Such  men  as  Robert  Bridges,  Joseph 
R.  Chandler,  George  M.  Dallas,  Richard  Dungleson,  M.  D., 
Morton  McMichael,  S.  V.  Merrick,  Hon.  A.  V.  Parsons, 
Richard  Vaux,  R.  M.  Patterson,  and  many  others,  less  well 
known,  assisted  at  these  public  inquisitions. 

As  an  indication  of  the  condition  of  the  school  during  the 
first  half-year  of  Professor  Hart's  administration,  and  as  evi- 
dence of  the  interest  taken  in  it,  the  following  extract  from  a 
letter  written  to  President  Leech,  of  the  Board  of  Control,  by 
A.  V.  Parsons,  Superintendent  of  the  Common  Schools  of  the 
State,  may  be  of  interest.  After  examining  the  High  School  he 
wrote  :  "  From  a  careful  reading  of  the  various  reports  made 
by  your  Board,  and  other  communications  in  relation  to  its 
history  and  rank,  much  was  expected  by  me  from  the  pupils 
and  the  professors.  In  the  performance  of  the  one,  while  ex- 
hibiting a  knowledge  of  the  various  sciences  to  which  their 
attention  had  been  directed,  I  was  not  disappointed  ;  and  the 
superior  qualification  of  the  other  for  the  stations  they  filled, 
was  apparent  in  every  department  of  the  school.  The  mind 
was  irresistibly  convinced  that  these  gentlemen  are  justly  en- 
titled to  the  distinguished  reputation  they  have  obtained,  and, 
in  my  opinion,  it  is  one  of  the  best  institutions  for  the  educa- 
tion of  youth  which  can  be  found  in  any  country." 

One  of  the  most  important  results  of  the  establishment  of 
the  High  School  was  the  influence  that  it  exerted  upon  the 
other  schools  of  the  city.  The  carefully  devised  methods  of 
examining  candidates  for  admission  to  the  High  School  effec- 
tually prevented  the  exercise  of  favoritism  towards  the  pupils 
from  any  particular  schools,  and  the  natural  consequence  of 
this  was  a  general  elevation  of  the  standard  of  instruction  in 
the  Grammar  Schools.  From  the  Grammar  Schools  came  the 
supply  of  pupils  for  the  High  School,  the  scholars  in  the 
lower  grades  being  trained  towards  that  definite  end.  Admis- 
sion to  the  High  School  being  based  solely  upon  actual 
merit,  teachers  and  pupils  in  the  Grammar  Schools  were  alike 
moved  to  put  forth  their  best  efforts.  Prior  to  the  establish- 


13 

ment  of  the  High  School,  the  other  schools  of  the  city  often 
suffered  from  lack  of  pupils  ;  and  up  to  1837,  the  year  in  which 
the  High  School  was  founded,  the  largest  number  of  pupils  in 
the  public  schools  was  about  7,000.  By  the  end  of  1843, 
however,  not  only  were  all  the  schools  filled,  but  there  were 
many  candidates  awaiting  admission,  while  'the  number  .in 
attendance  had  risen  to  nearly  35,000. 

While  the  common  schools,  in  their  first  years,  were 
popularly  regarded  as  charitable  institutions,  the  High  School 
suffered  from  a  very  different  and  quite  opposite  cause.  From 
its  location  in  an  aristocratic  and  wealthy  quarter  of  the  city, 
as  well  as  the  advanced  character  of  its  studies,  there  crept  in- 
to the  public  mind  a  belief  that  the  High  School  was  an  insti- 
tution for  the  sole  benefit  of  a  favored  class,  for  the  advantage 
of  the  sons  of  wealthy  citizens  rather  than  for  the  education  of 
lads  less  favored.  This  impression  prevailed  to  such  an  ex- 
tens  as  to  be  of  actual  detriment  to  the  school,  but  Professor 
Hart's  prompt  action  quickly  dispelled  the  illusion.  To  show 
by  whom  the  advantages  of  the  school  were  most  enjoyed,  he 
presented  in  several  of  his  semi-annual  reports  statistics  show- 
ing the  occupations  and  stations  in  life  of  the  parents  of  the 
pupils. 

From  all  the  sources  of  information  within  his  reach* 
Professor  Hart  concluded  that  more  than  three-fourths  of  the 
pupils  in  the  school  were  indebted  to  it  for  their  only  means 
of  pursuing  a  liberal  course  of  study. 

Professor  Hart's  indefatigable  endeavors  to  reduce  the 
management  of  the  school  and  the  conduct  of  its  studies  to  an 
exact  science,  are  well  indicated  by  the  elaborate  reports  that 
he  presented  to  the  Board  of  Control.  These  documents  con- 
tain formidable  arrays  of  statistics  and  tabulated  information, 
as  well  as  a  number  of  thoughtful  essays  upon  various  topics 
connected  with  the  school. 

The  conferring  of  academic  degrees  by  the  High  School 
dates  from  1849.  By  the  Act  of  Assembly  of  April  9  of  that 
year,  it  was  decreed  that  "  The  Controllers  of  the  Public 
Schools  of  the  First  School  District  of  Pennsylvania  shall 
have  and  possess  the  power  to  confer  academic  degrees  in  the 


14 

arts  upon  graduates  of  the  Central  High  School,  in  the  City 
of  Philadelphia,  and  the  same  and  like  power  to  confer  degrees, 
honorary  and  otherwise,  which  is  now  possessed  by  the  Uni- 
versity of  Pennsylvania."  In  accordance  with  this  legislation, 
the  Board  of  Controllers,  on  September  11,  1849,  resolved 
"  That  the  degree  of  Bachelor  of  Arts  shall  hereafter  be  con- 
ferred upon  all  pupils  of  the  High  School  who  shall  merito- 
riously complete  the  four  years'  course ;  and  the  degree  of 
Master  of  Arts  upon  such  graduates  of  not  less  than  five 
years'  standing,  as  shall  by  their  general  merit,  in  the  judg- 
ment of  the  committee,  entitle  themselves  to  that  distinction." 
The  Act  of  Legislature,  by  which  the  conferring  of  these 
degrees  was  authorized,  was  very  strenuously  opposed  in  its 
passage  through  the  House  of  Representatives,  and  a  humor- 
ous attempt  so  to  amend  the  measure  as  to  include  the  degree 
of  Doctor  of  Medicine  was  defeated  only  after  a  protracted 
debate.  To  Professor  Hart  is  mainly  due  the  credit  of  obtain- 
ing this  important  legislation,  and  while  many  to-day  may 
doubt  the  propriety  of  a  public  High  School  conferring  the 
same  degrees  as  those  conferred  by  a  University,  yet  it  must 
not  be  forgotten  that  in  that  day  the  curriculum  of  the  High 
School  was  fully  equal  to,  if  not  better  than  that  of  many  of 
the  existing  colleges. 

A  probation  of  five  years,  instead  of  the  usual  period  of 
three  years,  for  candidates  for  the  degree  of  Master  of  Arts. 
was  determined  upon  by  the  controllers.  President  Hart  has 
left  in  his  report  for  the  year  ending  with  June,  1850, 
some  account  of  the  principles  by  which  he  considered  the 
conferring  of  degrees  should  be  governed.  So  many  warm 
friends  of  the  school  regard  the  granting  of  power  to  confer 
academic  degrees  as  unwise,  and  as  the  only  assailable  feature 
of  the  school's  work,  that  Professor  Hart's  remarks  on  the  sub- 
ject may  not  prove  inappropriate  nor  untimely.  He  wrote  : 
"  In  making  the  selection  from  the  graduates  of  five  years' 
standing,  reference  was  had,  first  of  all,  to  moral  character. 
The  possession  of  an  unblemished  character  is  not  of  itself  a 
valid  claim  to  academic  distinction.  At  the  same  time,  the 
want  of  such  a  character,  it  was  thought,  would  operate  as  a 
bar  to  the  distinction  proposed. 


HhNKY   WlLLIb. 


15 

"  In  regard  to  the  more  positive  qualifications  for  the 
honor,  there  is,  necessarily,  room  for  some  difference  of 
opinion.  It  is  proposed,  on  the  one  hand,  to  make  the  dis- 
tinction real  and  valuable  by  carefully  limiting  its  use,  and,  on 
the  other  hand,  so  to  limit  it  as  not  to  exclude  the  really  meri- 
torious. While,  therefore,  unusual  discrimination  has  been 
employed  in  regard  to  the  persons  selected  for  the  honor,  more 
than  usual  liberality  has  been  exercised  in  regard  to  the  occu- 
pations in  which  it  may  be  won.  It  has,  in  fact,  been  con- 
sidered open  to  all  who  may  have  engaged  with  marked  suc- 
cess in  any  liberal  pursuit.  It^has  not  been  easy,  in  all  cases, 
clearly  to  define  what  constitutes  a  liberal  pursuit.  But  a  few 
general  considerations  served  to  remove  a  part  of  the  difficulty, 
and  seemed  to  give  an  approximation,  at  least,  to  a  correct 
result. 

11  The  common  practice  of  collegiate  institutions  seemed 
to  authorize,  without  further  question,  the  conferring  of  the 
degree  upon  such  of  the  alumni  of  the  High  School  as  have 
been  admitted  to  any  of  the  learned  professions  ;  that  is  to  say, 
upon  all  who  have  studied  Law,  Divinity  or  Medicine,  and 
have  been  admitted  by  public  diploma  to  practice  in  these  pro- 
fessions. The  same  is  true  of  such  as  have  devoted  themselves 
to  science  or  literature,  or  have  become  favorably  known  by 
their  writings  ;  also,  of  such  as  are  professors  in  colleges,  or 
are  eminent  as  teachers  in  the  Public  Schools  of  the  Common- 
wealth. 

"  The  mechanic  arts  are  nearly  allied  to  science.  They 
give  scope  also  to  an  infinite  diversity  of  talent  and  character. 
A  young  man  without  ambition  to  excel,  or  any  effort  to  em- 
ploy intelligently  in  his  trade  the  liberal  education  which  he 
has  received,  is  certainly  not  entitled  to  special  honor.  On 
the  other  hand,  such  honor  could  hardly  be  bestowed  more 
appropriately  than  upon  one  who  should  apply  successfully  the 
principles  of  science  to  the  mechanic  arts,  especially  if,  in  order 
to  excel  in  his  own  particular  calling,  he  should  maintain 
a  course  of  reading  and  study  in  relation  to  it,  or  should  em- 
ploy his  powers  in  the  invention  of  new  and  improved  modes 
of  applying  human  industry.  Men  of  this  description,  and  on 


i6 

this  ground,  are  admitted  to  the  honors  of  the  most  exclusive 
of  all  our  institutions,  the  American  Philosophical  Society. 
Such  of  the  graduates  of  the  High  School  as  have  been  em- 
ployed with  marked  success  in  Civil  Engineering,  in  the  United 
States  Coast  Survey,  upon  railroads,  in  foundries,  and  large 
machine  shops,  are  as  fully  entitled  to  the  honors  of  the  insti- 
tution as  any  whom  it  has  trained. 

"  Commercial  life  does  not  ordinarily  entitle  to  academic 
honors.  At  the  same  time  it  is  by  no  means  incompatible  with 
just  claims  to  such- a  distinction.  A  young  man  engaged  in 
trade,  if  he  be  otherwise  qualified  for  the  business,  will  rise 
more  rapidly  for  having  the  foundations  of  a  liberal  education. 
If,  in  order  to  such  success,  he  maintains  a  course  of  reading 
on  the  principles  of  trade,  and  studies  to  make  himself,  in  con- 
nection with  his  business,  a  man  of  general  information  and 
enlarged  views,  his  pursuits  are  liberal  and  entitle  him  to  rank 
as  such.  He  always  does  thus  rank  in  the  common  estimation 
of  mankind  ;  and  the  action  of  the  Board  in  all  this  matter  is, 
not  so  much  to  create,  as  publicly  to  recognize,  a  distinction 
really  already  achieved." 

One  of  Professor  Hart's  distinguishing  characteristics  was 
his  very  marked  fondness  for  the  study  of  Anglo-Saxon.  The 
continuous  elevation  of  the  standards  of  the  High  School 
under  his  administration,  and  the  consequent  improvement  of 
the  Grammar  Schools,  made  it  possible,  and  even  necessary,  in 
1849  to  transfer  from  the  High  School  to  the  Grammar 
Schools  quite  a  number  of  studies.  The  branches  thus  trans- 
ferred included  the  Constitution  of  the  United  States,  the  His- 
tory of  the  United  States,  Mensuration  and  the  elements  of 
Algebra,  making  altogether  about  a  year's  study.  This 
transfer  made  it  possible  to  extend  the  course  of  instruction 
in  several  of  the  High  School  branches,  including  General 
History,  Local  History,  Trigonometry,  Surveying,  Navigation, 
Bookkeeping,  Phonography  and  Elocution.  Professor  Hart 
improved  this  opportunity  to  introduce  a  course  in  his  favorite 
Anglo-Saxon,  which,  with  the  existing  course  of  lectures  on 
the  early  history  of  the  English  language,  formed  a  new 
department,  which  he  took  under  his  own  personal  charge. 


He  argued  that,  as  the  ingredients  of  the  English  language 
were  Anglo-Saxon  and  Latin  in  the  proportion  of  four-fifths 
and  one-fifth,  the  greater  attention  should  be  bestowed  upon 
the  old  English  rather  than  the  Latin  tongue,  as  generally  the 
case.  "  If  the  study  of  Latin  is  important,"  said  he,  "  because 
from  it  we  derive  one-fifth  of  the  words  of  the  language,  how 
much  more  important  is  the  study  of  the  Saxon,  the  mother 
tongue,  which  has  given  us  the  remaining  four-fifths?  If 
every  educated  man  could  have  the  same  familiarity  with  the 
Saxon  that  he  is  obliged  to  have  with  the  Latin,  he  would  add 
immensely  to  his  knowledge  of  the  power  and  resources  of 
his  own  language.  He  wouhd,  moreover,  by  that  very  famil- 
iarity with  the  native  ingredient,  acquire  the  best  possible  pre- 
ventive against  a  Latinized  mode  of  speaking  and  writing." 
A  study  of  the  examination  questions  given  by  Profes- 
sor Hart  shows  that  his  hobby  was  enthusiastically  driven. 
It  was  shortly  before  this,  that  the  study  of  Phonogra- 
phy was  added  to  the  curriculum  of  the  school.  Instruction 
was  given  by  Professor  Kirkpatrick  in  the  form  of  one  lecture 
and  two  recitations  per  week.  Very  good  results  were  ob- 
tained from  this  branch  of  study  and  some  good  short-hand 
writers  were  developed  under  Professor  Kirkpatrick's  guid- 
ance. 

Commencement  exercises  were  held  in  the  school  building 
until  1848.  In  his  report  for  the  year  preceding,  President 
Hart  called  attention  to  the  need  for  better  accommodations 
for  this  purpose,  suggesting  that  the  exercises  beheld  in  some 
other  building  or  hall.  The  February  commencement  in  1848, 
was  held  in  Musical  Fund  Hall,  on  Locust  Street,  and  the  July 
exercises  of  that  year  were  held  in  the  hall  of  the  Chinese 
Museum,  then  standing  at  the  northeast  corner  of  Ninth  and 
Sansom  Streets.  Subsequent  commencements  were  held  in 
various  places,  among  others  the  following:  July,  1856,  Na- 
tional Hall,  Market  Street,  between  Twelfth  and  Thirteenth 
Streets;  February,  1857,  Jayne's  New  Hall;  July,  1858, 
Academy  of  Music;  February,  1859,  Musical  Fund  Hall; 
July,  1859,  Academy  of  Music;  July,  1866,  Musical  Fund 
Hall;  June,  1878,  Association  Hall;  February,  1887,  Chestnut 
Street  Opera  House. 


i8 

In  1851  the  department  of  Chemistry  was  much  enlarged, 
and  Professor  Boye,  who  had  been  giving  but  a  portion  of  his 
time  to  the  school,  was  engaged  to  devote  his  entire  attention  to 
that  department.  As  originally  constituted,  the  school  day  con- 
sisted of  six  hours,  from  9  A.  M.  to  3  P.  M.,  with  an  additional 
quarter-hour  opening  exercises.  At  first  these  six  hours  were 
divided  into  six  equal  periods  of  one  hour  each  ;  but  as  the 
school  grew  in  numbers  and  the  classes  increased  in  size,  it 
was  found  necessary  to  divide  the  day  into  shorter  periods. 
Eight  periods  of  three-quarters  of  an  hour  each  were  therefore 
adopted,  three  of  these  divisions  being  set  apart  for  recess.  It 
was  found  to  be  impracticable  to  permit  the  entire  school  to 
take  a  recess  at  one  time,  so  three  divisions  of  the  pupils  were 
made  for  that  purpose.  Under  Professor  Hart's  administration, 
the  recitations  were  at  first  so  arranged  that  the  four  senior 
divisions  of  the  school  were  dismissed  daily  at  half-past  one, 
or  one  hour  and  a  half  before  the  close  of  the  school.  Divi- 
sion E  was  also  dismissed  at  half-past  one,  and  Division  F  at 
quarter-past  two.  Professor  Hart's  argument  ,was  that  those 
pupils  who  had  spent  several  years  in  school  were  better  fitted 
for  study  at  home,  and  that  it  would  be  better  to  have  them 
devote  all  of  their  school  hours  to  recitation.  To  that  end  he 
arranged  their  recitation  hours  to  follow  each  other  without 
any  intervals,  and  then  dismissed  them  so  that  they  might  have 
all  their  study  hours  together,  and  preferably  at  home.  The 
younger  classes  were  given  their  hours  of  study  in  school,  it 
being  Professor  Hart's  belief  that  this  was  necessary  in  order  to 
cultivate  their  habits  of  study.  In  1851,  however,  this  system 
was  revised.  Having  lost  the  playground,  it  was  found  neces- 
sary to  abolish  the  recess,  as  there  was  no  longer  any  adequate 
place  in  which  the  pupils  could  exercise.  The  period  devoted 
to  recess  was  taken  from  the  school  day,  and  the  closing  hour 
was  fixed  at  quarter-past  two,  instead  of  three  o'clock.  In 
subsequent  administrations  the  number  of  study  hours  in 
school  were  gradually  lessened  until,  under  President  Riche, 
they  were  entirely  abolished. 

From  1840  to  the  establishment  of  the  Saturday  morning 
teachers'  classes  by  Professor  Hart  in  1844,  the  meetings  of  the 


ALBERT  H.  SMYTH. 


19 

Faculty  were  regularly  held  on  Saturday  mornings.  During 
the  continuance  of  these  classes  it  was  found  necessary  to  dis- 
continue the  regular  meetings  of  the  Faculty,  and  for  several 
years  they  were  well-nigh  abandoned.  Friday  afternoon  was 
then  made  the  regular  meeting  time,  and  when  the  teachers, 
classes  were  discontinued  in  1851,  the  old-time  Saturday 
morning  meetings  were  resumed.  These  weekly  sessions  of 
the  Faculty  were  made  to  serve  an  important  part  in  the  disci- 
pline of  the  school.  All  cases  requiring  discipline  were  re- 
served for  these  meetings,  and  the  guilty  pupils  were  sum- 
moned to  appear  before  that  dreaded  tribunal.  The  mere  ap- 
pearance of  a  student  at  one  of  these  sessions,  coupled  with 
the  consequent  loss  of  half  of  his  holiday,  was  usually  suffi- 
cient punishment  for  the  offender. 

In  view  of  the  important  and  rapidly  increasing  German- 
speaking  element  in  the  population  of  the  city,  Professor  Hart 
deemed  it  advisable  to  add  the  study  of  German  to  the  cur- 
riculum of  the  school.  Arrangements  were  made  with  Pro- 
fessor Frederick  A.  Roese  for  two  hours  of  instruction  per  week, 
and  the  German  Department  was  opened  in  May,  1852. 
Divisions  B  and  C  were  given  this  study,  each  of  them  receiving 
one  hour  per  week  from  Professor  Roese.  It  was  not  expected 
that  this  meagre  allowance  would  enable  the  pupils  to  acquire 
a  thorough  knowledge  of  the  language,  but  it  was  hoped  that 
this  abridged  course  would  give  the  students  an  intelligent  in- 
troduction to  the  language,  and  thereby  increase  the  probabil- 
ity of  their  studying  it  more  fully  after  leaving  the  school. 
Professor  Hart  also  held  that,  from  even  this  small  amount  of 
instruction,  the  pupils  would  add  largely  to  their  knowledge  of 
their  own  language,  even  if  they  did  not  further  pursue  the 
study  of  German. 

Like  most  institutions  of  similar  public  benefit,  the  Cen- 
tral High  School  not  only  filled  the  demand  for  which  it  was 
created,  but  it  also  cultivated  a  further  demand,  far  beyond  its 
power  to  meet.  The  350  pupils  for  whom  the  High  School 
building  was  originally  intended,  were  thought  to  represent 
the  limit  of  the  demand  for  academic  education  for  many  years 
to  come.  The  existence  of  the  High  School  as  an  object  of 


20 

ambition  beyond  and  above  the  Grammar  Schools,  caused  a 
rapid  expansion  of  the  lower  schools,  and  a  consequent  in- 
crease of  the  source  of  supply  of  the  High  School.  Very  soon 
it  was  found  that  the  accommodations  of  the  High  School 
building  were  entirely  inadequate  to  the  demand.  By  sub-di- 
viding the  rooms,  crowding  the  classes,  and  economizing  space 
as  far  as  possible,  the  capacity  of  the  building  was  increased 
to  something  over  five  hundred.  It  was  only  by  the  exercise 
of  the  utmost  care  that  the  demand  could  be  kept  within  these 
limits.  The  standard  of  admission  was  several  times  advanced, 
the  range  of  the  preparatory  studies  was  increased,  examina- 
tion questions  were  made  more  difficult,  and,  finally,  the 
limit  of  age  for  admission  was  restricted  to  thirteen  years. 
For  a  short  time  this  had  the  desired  effect,  and  the  at- 
tendance dropped  from  506  in  September,  1847,  to  476  in 
July,  1851.  But  this  state  of  affairs  could  not  long  continue, 
for  the  constant  growth  of  the  lower  schools  forced  an  increas- 
ing number  of  pupils  upon  the  High  School,  despite  the  addi- 
tion of  a  full  year  of  study  and  a  year  in  age  to  the  require- 
ments for  admission.  It  was  clearly  seen  that  the  only 
way  out  of  the  difficulty  was  to  construct  a  larger  school 
building. 

When  the  first  building  was  erected  for  the  Central  High 
School,  the  location  chosen  was  thought  to  be  in  every  way 
desirable.  It  was  but  a  few  years,  however,  before  the  char- 
acter of  the  surroundings  underwent  a  marked  change.  The 
tide  of  business  soon  swept  around  the  High  School  building 
and  what  was  once  a  quiet  and  retired  neighborhood,  soon 
became  noisy  and  disturbed  by  the  bustle  of  trade.  Then,  in 
1850,  the  school  suffered  the  loss  of  its  playground,  through 
a  change  of  ownership  of  the  adjoining  property,  and  upon 
the  spot  where  the  boys  had  been  wont  to  enjoy  exercise  and 
recreation,  there  soon  arose  a  warehouse  belonging  to  the 
Pennsylvania  Railroad.  The  necessity  for  a  new  and  larger 
building  becoming  imperative,  the  old  structure  was  sold  to 
the  Pennsylvania  Railroad  in  1853,  and  the  erection  of  a 
new  building  was  at  once  undertaken.  The  location  then 
selected  was  the  present  site  at  Broad  and  Green  Streets. 


21 

The  corner  stone  of  the  new  building  was  laid  on  the 
afternoon  of  Tuesday,  May  31,  1853.  The  ceremonies  were 
opened  with  prayer  by  the  Rev.  Bishop  Potter,  and  addresses 
were  delivered  by  Mr.  Nathan  Nathans,  Chairman  of  the 
High  School  Committee  ;  Principal  John  S.  Hart,  Mr.  G.  M. 
Wharton,  Dr.  R.  J.  Breckinbridge,  of  Kentucky;  Judge  John 
C.  Knox,  of  the  Supreme  Court  of  Pennsylvania ;  Mr.  Harlan 
Ingram, Judge  William  D.  Kelly,  and  Hon.  Thomas  B.Flor- 
ence. Profiting  by  the  lesson  of  the  destruction  of  the  papers 
and  documents  deposited  in  the  corner  stone  of  the  old  build- 
ing, there  was  placed  in  the  box  contained  in  the  corner  stone 
of  the  new  structure,  a  copper  plate  inscribed  as  follows  : 

CENTRAL    HIGH    SCHOOL. 

Corner  stone  laid  May  31,  1853.     Erected  by  the 

Controllers  of  the  Public  Schools  of  the 

First  School  District  of 

Pennsylvania. 

COMMITTEE   ON    PROPERTY, 

Charged  with  the  erection  of  the  Building  : 
BENJAMIN  BAKER,  NATHAN  NATHANS, 

JOSEPH  COWPERTHWAIT,  JAMES  PETERS, 

JACOB  C.  SLEMMER. 

COMMITTEE  ON    HIGH  SCHOOL. 

NATHAN  NATHANS,  GEORGE  M.  WHARTON, 

THOMAS  G.  HOLLINGSWORTH,         JAMES  PETERS, 

T.  K.  COLLINS. 
President,  DANIEL  S.  BEIDEMAN.          Secretary,  ROBERT  J.  HEMPHILL. 

The  building  was  completed  during  the  Summer  of  1854 
and  was  dedicated  on  the  28th  of  June.  The  addresses  were 
delivered  by  the  Rev.  Dr.  Henry  A.  Boardman  and  Morton 
McMichael,  and  the  prayer  by  Rev.  Philip  F.  Mayer.  For  a 
short  time  sessions  had  been  held  in  the  old  "  Model  "  school 
building  on  Chester  Street,  it  being  necessary  to  vacate  the  old 
High  School  building  before  the  completion  of  the  new.  At  the 
opening  of  the  new  building  there  were  on  the  roll  the  names 
of  about  five  hundred  pupils  and  the  class  then  entering 


22 

numbered   one   hundred   and    forty-eight,    the    highest   point 
reached  in  the  history  of  the  school  up  to  that  time. 

The  most  conspicuous  feature  of  the  new  building  was 
the  observatory,  whose  erection,  said  Professor  Elias  Loomis, 
"  formed  an  epoch  in  the  history  of  American  astronomy." 
No  expense  was  spared  to  make  the  observatory  complete, 
and,  although  in  recent  years,  the  appropriations  for  its  main- 
tenance have  been  small  and  droughty,  yet  it  still  occupies  an 
important  position  among  the  observatories  in  this  country, 
and  is  a  monument  of  the  progressive  and  liberal  spirit  of  the 
municipal  authorities  of  a  generation  ago. 

In  September,  1854,  Professor  E.  Otis  Kendall,  one  of  the 
most  valued  instructors  that  the  institution  ever  knew,  with- 
drew from  the  Faculty  in  order  to  accept  a  much  easier  and 
more  remunerative  position  in  the  University  of  Pennsylvania. 
Professor  Kendall  was  one  of  the  original  members  of  the 
Faculty,  and  his  services  were  of  inestimable  value  to  the 
school. 

The  year  1854  witnessed  one  of  the  most  significant 
changes  in  the  history  of  the  school,  namely,  the  abandonment 
of  the  classical  course.  This  action  indicated  an  intention  to 
shape  the  school  more  closely  to  its  intended  and  avowed  pur- 
pose. Experience  had  demonstrated  that  the  mission  of  the 
school  was  not  the  preparation  of  pupils  for  college  or  for 
the  professions.  For  such  an  object,  a  classical  course  was 
manifestly  needless.  Professor  Hart  therefore  dropped  this 
course  from  the  curriculum  and  narrowed  the  choice  of  studies 
down  to  the  Principal  and  English  courses. 

Other  changes  in  the  curriculum  quickly  followed  the 
abandonment  of  the  Classical  course.  Professor  Roese,  who 
had  been  instructor  in  German  for  two  years,  resigned  his  po- 
sition in  September,  1856,  and  his  department  was  abandoned. 
At  the  same  time  Professor  George  Stuart,  then  an  assistant  in 
the  Classical  department,  withdrew  from  the  school  in  order  to 
take  a  more  acceptable  position  in  Haverford  College.  The 
withdrawal  of  these  two  instructors  made  it  necessary  to  re-ad- 
just the  curriculum,  a  matter  that  was  the  more  urgent  at  that 
time  because  of  the  reduction  of  the  appropriations  by  the 


23 

City  Councils.  In  considering  the  re-adjustment  of  the  courses, 
the  English  course  came  up  for  discussion.  This  course  hav- 
ing been  always  attended  with  serious  practical  difficulties,  and 
having  been  very  limited  in  the  number  of  its  pupils,  was  not 
considered  of  sufficient  importance  to  warrant  the  expense  and 
trouble  of  its  continuance.  The  English  course,  as  such,  was 
therefore  abandoned,  and  book-keeping,  which  was  considered 
its  most  important  study,  was  made  a  part  of  the  regular 
course.  This  re-adjustment  of  the  curriculum  removed  the 
elective  features  from  the  course,  and  rendered  all  studies  com- 
pulsory— the  basis  upon  which  the  school  ha$  ever  since  been 
conducted — and  was  practically  an  acknowledgment  on  the  part 
of  the  administration  of  the  failure  of  elective  courses. 

The  re-adjustment  of  the  studies  was  one  of  the  last  acts 
of  Professor  Hart's  administration  ;  and  in  December,  1858, 
his  long  and  busy  career  as  Principal  of  the  Central  High 
School  came  to  an  end  by  his  withdrawal  from  the  Faculty  to 
follow  other  pursuits. 

While  Principal  Hart's  administration  may  be  criticised 
by  the  educator  of  to-day  as  characterized  by  too  many  experi- 
ments, and  the  course  of  studies  as  encumbered  by  too  many 
studies,  yet  many  of  the  brightest  of  the  school's  graduates — 
men  alert,  sagacious  and  successful,  were  pupils  under  Profes- 
sor Hart ;  and  diligent  inquiry  has  failed  to  reveal  evidences 
of  the  mental  blight  which  is  popularly  supposed  to  result  from 
a  diversity  of  studies  such  as  his  curriculum  sanctioned.  Any- 
thing that  may  be  written  must  do  less  than  justice  to  his  power 
as  an  executive,  his  work  as  a  teacher,  and  the  dignity  and 
importance  of  his  influence  as  a  man. 

Professor  Maguire's  Administration 

Nicholas  H.  Maguire,  A.  M.,  succeeded  Professor  Hart, 
assuming  charge  of  the  school  in  January,  1859.  The  interim 
was  filled  by  Professor  William  Vogdes.  Principal  Maguire's 
advent  was  not  marked  by  any  radical  changes  in  the  policy  of 
the  school  or  the  courses  of  instruction.  His  views  in  regard  to 
the  administration  of  the  school  differed  somewhat  from  those 
held  by  Professor  Hart.  Without  at  all  relaxing  the  disci- 


24 

pline  of  the  school,  President  Maguire  laid  less  stress  upon  its 
importance,  and  did  not  believe  that  conduct  should  be  made 
a  factor  of  such  importance  in  determining  the  standing  of  a 
pupil.  One  of  his  first  steps  was  the  separation  ol  the  tests  of 
scholarship  and  conduct — the  abolition  of  the  long-established 
policy  of  deducting  from  scholarship  the  "  notes  "  received  for 
misconduct.  He  said:  "This  practice  was  evidently  unjust 
and  injurious.  It  destroyed  all  incentive  to  study;  it  deprived 
the  student  of  those  honors  which  he  had  fairly  won  by  dili- 
gence and  industry  ;  it  gave  a  false  estimate  to  the  intellect, 
squaring  intelligence  with  the  heedlessness  of  youth,  forcing 
mind  to  pay  penalties  it  had  not  incurred;  and  it  tended  to 
produce,  by  irritating  and  inflaming  the  passions,  that  miscon- 
duct which  it  was  intended  to  prevent. 

"  All  the  tests  of  scholastic  qualifications  are  included 
under  scholarship  and  conduct.  The  first  is  the  measure  of 
industry,  energy  and  intellect ;  the  second,  of  obedience  and 
respect  to  authority  and  position.  The  first  grades  the  mind ; 
the  second,  subordination  and  docility.  The  first  exhibits  the 
power  to  overcome ;  the  second,  the  disposition  to  submit. 
An  analysis  of  these  two  tests  will  show  that  they  are  essen- 
tially different.  The  brightest  scholars  are  not  always  the 
most  decorous ;  nor  do  the  most  docile  always  exhibit  the 
highest  order  of  talent. 

"  How  far  failures  in  either  scholarship  or  conduct  should 
be  allowed  to  affect  the  standing  of  a  student,  were  early  ob- 
jects of  consideration.  An  admitted  pupil  has  the  right  to 
attend  school,  and  the  right  to  progress  from  division  to  divi- 
sion. Failures  in  conduct  should  be  made  to  affect  his  right 
of  attendance  ;  while  his  right  of  progress  should  be  based  on 
his  proficiency  in  his  studies.  *  *  *  A  pupil  whose  intel- 
lectual standing  entitles  him  to  promotion  should  be  promoted, 
if  his  misconduct  does  not  give  sufficient  warrant  for  his  expul- 
sion from  school." 

After  a  lapse  of  three  years,  the  study  of  German  was  re- 
vived by  Principal  Maguire  in  1859,  with  Professor  Romain 
Lujeane  as  instructor. 

President  Maguire  occupied  a  rather  difficult  and  trying 
position,  especially  after  the  breaking  out  of  the  civil  war. 


WILLIAM  A.   MASON. 


25 

The  immediate  interests  of  the  school  suffered  severely  from 
the  patriotism  of  the  pupils — a  sentiment  that  was  fostered  and 
encouraged  to  the  great  detriment  of  the  school  but  to  the 
benefit  of  the  nation.  The  faculty,  in  1861,  resolved  "  that  any 
pupil  of  the  advanced  classes,  enlisting,  is  entitled  to  graduate 
with  his  class,  and  a  pupil  of  the  lower  division  may  resume 
that  position  in  the  school  which  he  resigned  when  so  enlisting." 
Many  of  the  older  pupils  left  their  classes  for  the  battlefield, 
while  the  alumni  of  the  school  were  to  be  found  in  many  posts 
of  honor  and  service  to  their  country  in  the  army  and  in  the 
navy. 

A  partial  list  of  the  graduates  of  the  High  School  who 
held  commissions  in  the  army  or  navy,  was  prepared  by 
Principal  Maguire.  While  this  list  does  not,  by  any  means, 
show  the  entire  extent  of  the  part  taken  in  the  war  by  the 
alumni,  still,  it  serves  to  show  that  they  lacked  neither  patriot- 
ism nor  ability.  In  addition  to  the  hundreds  of  graduates  who 
served  in  the  ranks  there  were  the  following  commissioned 
officers :  In  the  army — Assistant  Adjutant-Generals,  3  ;  Assist- 
ant Adjutant-General,  I ;  Assistant  Quartermaster  (U.  S.  A.),  I ; 
Brigade  Inspector,  i  ;  Colonels,  1 1  ;  Lieutenant-Colonels,  7 ; 
Majors,  9;  Adjutants,  9;  Sergeant-Major,  i;  Chaplains,  2; 
Surgeons  and  Assistant  Surgeons,  37;  Quartermaster,  i; 
Hospital  Stewards,  4 ;  Paymasters,  3 ;  Captains,  42  ;  Lieu- 
tenants, 69;  Quartermaster-Sergeants,  3;  Sergeants,  18;  Cadets 
(West  Point),  4.  In  the  Navy — Lieutenant-Commander,  i  ; 
Ensigns,  2;  Surgeons  and  Assistant  Surgeons,  12;  Chief 
Engineers,  4 ;  First  Assistant  Engineers,  4  ;  Second  Assistant 
Engineers,  14;  Third  Assistant  Engineers,  33;  Midshipmen,  6; 
Clerks,  6.  In  the  Marine  Corps— Second  Lieutenants,  3  ;  Ser- 
geant, i  ;  Acting  Ensigns,  2  ;  Acting  Assistant  Paymasters,  6. 
Principal  Maguire  has  recorded  what  may  be  considered 
as  his  view  of  the  proper  sphere  of  the  High  School.  In  his 
report  for  the  year  ending  with  February,  1861,  he  wrote: 
'  The  object  conscientiously  in  view  has  been,  not  to  cram 
beyond  digestion,  with 

"  Things  remote 

From  use — obscure  and  subtle — but  to  know 
That,  which  before  us,  lies  in  daily  life." 


not  to  send  forth  learned  pundits,  but  useful,  practical  men, 
prepared  to  advance  the  prosperity  and  morality  of  the  com- 
munity. No  university,  no  college,  pretends  to  complete  the 
whole  education  of  its  students,  not  even  the  whole  instruction 
of  a  particular  branch  ;  no  school  of  divinity,  law  or  medicine 
sends  forth  its  alumni  perfected  theologians,  lawyers  or  doc- 
tors ;  neither  does  the  master  mechanic  congratulate  his  ap- 
prentice, on  attaining  majority,  with  a  perfect  knowledge  of  all 
the  arts  and  mysteries  of  his  craft.  The  endeavor  is  to  afford 
the  proper  basis  for  future  attainments." 

Again,  in  his  report  for  1864,  he  wrote:  "The  intellec- 
tual, social  and  moral  man  is  to  be  educated  as  well  as  the  mere 
man  of  business;  the  imagination,  the  judgment,  the  percep- 
tive faculties  must  feel  the  influence, — the  thinking  being  as  well 
as  the  mere  actor.  The  age  is  rushing  on  to  the  utilitarian  to 
the  exclusion  of  the  refining ;  knowledge  is  estimated  by  its 
remunerative  value  and  not  by  its  intrinsic  worth  other  than 
its  relation  to  industrial  pursuits.  The  education  of  the  school 
room  is  not,  and  should  not  be,  a  preparation  for  a  trade,  oc- 
cupation or  profession  ;  it  should  not  be  a  specialty,  but 
should  be  such  a  discipline  of  all  powers  as  will  enable  the 
possessor  to  attain  eminence  in  any  pursuit  to  which  inclina- 
tion may  lead.  It  is  the  foundation  upon  which  to  build." 

The  administration  of  Principal  Maguire  terminated  with 
his  retirement  early  in  1866.  A  thorough  reorganization  of 
the  school  was  deemed  necessary,  and  on  March  15,  1866,  a 
special  committee  of  the  Board  of  Control,  consisting  of 
Messrs.  Samuel  Scheide,  William  C.  Haines,  William  M. 
Levick,  Nathan  Hilles  and  John  B.  Green,  was  appointed  to 
investigate  every  department  of  the  school,  and  report  their 
condition  and  the  changes  considered  necessary.  On  May  8, 
this  committee  submitted  to  the  Board  of  Control  the  follow- 
ing resolution  : 

"  Resolved,  That  the  Secretary  of  the  Board  be,  and  is 
hereby,  instructed  to  notify  members  of  the  Faculty  of  the 
Boys'  High  School,  that  their  term  of  service  will  expire  on 
the  first  day  of  September  next;  provided,  that  nothing  here- 


27 

0 

in  contained  shall  be  construed  so  as  to  make  any  member  of 
the  present  Faculty  ineligible  to  the  position  he  now  occupies. 

Resolved,  That  the  Committee  of  the  Boy's  High  School 
be,  and  are  hereby,  instructed  to  proceed  in  the  usual  manner 
in  organizing  a  new  Faculty,  as  heretofore  has  been  their  prac- 
tice in  filling  vacancies." 

These  resolutions  were  adopted  on  June  19,  and,  on 
August  27,  upon  the  recommendation  of  the  High  School 
Committee,  the  Board  elected  the  following  new  Faculty  : — 

George  Inman  Riche,  A.  M.,  Principal. 

James  Rhoads,  A.  M.,  Professor  of  Belles  Lettres  and  History. 

James  McClune,  A.  M.,  Professor  of  Theoretical  Mathematics  and 
Astronomy. 

Zephaniah  Hopper,  A.  M.,  Professor  of  Mathematics. 

James  A.  Kirkpatrick,  A.  M.,  Professor  of  Writing  and  Book-keep- 
ing. 

Edward  W.  Vogdes,  M.  D.,  Professor  of  Moral,  Mental  and  Political 
Science. 

Louis  Angele,  Professor  of  the  German  Language. 

Francis  A.  Bregy,  A.  M.,  Professor  of  the  French  Language. 

Joseph  W.  Wilson,  A.  M.,  Professor  of  Practical  Mathematics. 

Henry  Hartshorne,  M.  D.,  Professor  of  Anatomy,  Physiology  and 
Natural  History. 

Daniel  W.  Howard,  A.  M.,  Professor  of  History. 

George  Stuart,  A.  M.,  Professor  of  the  Latin  Language. 

Isaac  Norris,  M.  D.,  Professor  of  Natural  Philosophy  and  Chem- 
istry. 

Ten  of  the  members  of  the  new  Faculty  were  former 
professors  of  their  respective  departments,  while  seven  of  the 
thirteen  were  graduates  of  the  school.  The  new  Faculty  was 
installed  on  September  3d,  and  a  few  days  later  the  chair  of 
Drawing  was  filled  by  the  election  of  Mr.  John  Kern,  who  for 
twenty  years  had  been  teacher  of  that  branch  in  the  Franklin 
Institute. 

President  Riche's  Adminiseration 

George  Inman  Riche,  the  new  President,  although  a 
comparatively  young  man,  was  well  known  in  educational 
circles.  While  a  member  of  the  Board  of  Control  he  had  won 


28 

no  little  distinction  in  correcting  many  abuses  of  power  in  the 
Board,  and  in  bringing  about  needed  changes  in  the  schools. 
Abandoning  the  profession  in  which  his  fine  talents  as  a 
speaker  and  debater  guaranteed  a  flattering  career,  he  threw 
all  the  energy  of  a  fiery,  impetuous  nature  into  the  work  of  re- 
modeling the  High  School.  The  task  was  one  of  peculiar 
difficulty.  Many  of  the  Faculty  had  been  the  young  Presi- 
dent's instructors,  and  while  willing  to  concede  to  him  great 
talent  in  other  directions,  they  viewed  his  advent  as  their  chief 
with  no  little  suspicion.  Besides,  a  large  party  in  the  Board 
and  in  the  community  was  hostile  to  the  school,  and,  while 
having  no  personal  grievance  against  President  Riche,  yet 
upon  his  shoulders  the  burden  of  their  resentment  fell. 

It  is  an  evidence  of  the  mental  adroitness  of  this  youthful 
President,  and  of  his  exceptional  fitness  for  the  position,  that 
in  a  remarkably  brief  space  of  time  he  succeeded  in  winning 
the  love  and  confidence  of  the  Faculty,  while  the  Board  and 
the  community  were  not  slow  to  appreciate  the  vivifying  touches 
of  his  bright  genius. 

The  first  thing  to  demand  the  attention  of  President  Riche 
was  the  needful  revision  of  the  curriculum.  Knowing  that  less 
than  one-fifth  of  the  students  of  the  school  entered  profes- 
sional life,  he  shaped  the  course  of  study  on  a  strictly  utilita- 
rian basis.  He  drew  the  line  sharply  between  those  studies 
teaching  principles  of  extended  application  and  those  tending 
to  instruct  in  merely  manual  and  mechanical  operations  in- 
volving no  principles  of  wider  value.  With  keen  insight,  he 
perceived  that  it  was  impossible  in  four  years  fully  and  com- 
pletely to  educate  a  student  who  entered  the  High  School  with 
a  mere  grammar  school  preparation.  It  was  possible,  however, 
harmoniously  to  develop  all  the  powers  of  the  mind,  and  by 
the  establishment  of  sound  principles,  to  prepare  the  graduates 
for  contact  with  the  world  and  its  exigencies.  The  province  of 
the  High  School  was  considered  by  him  both  educational  and 
disciplinary — the  development  of  the  character  into  cultured 
and  self-contained  manhood  and  the  training  of  the  mind  for 
the  actual  problems  of  daily  life. 


OSCAR  C.   S    CARTER. 


29 

Acting  upon  these  principles,  President  Riche  made,  in 
effect,  a  division  of  the  studies  of  the  school  into  the  three  parts, 
viz. :  those  that  were  disciplinary,  those  that  were  practical, 
and  those  that  were  for  purposes  of  culture. 

The  curriculum  was  admirably  adjusted,  so  as  to  introduce 
at  each  step  of  the  student's  progress  such  studies  as  gave  a 
proper  distribution  of  these  disciplinary,  practical,  and  cul- 
ture effects.  Just  as  the  finest  physical  development  is  the 
result  of  the  training  of  all  the  muscles  of  the  body,  so  the 
proper  execution  of  President  Riche's  scheme  of  studies  must 
result  in  the  exercise  of  all  the  faculties  of  the  mind,  and 
end  in  giving  the  student  general  power.  The  many  direc- 
tions in  which  success  has  been  achieved  by  the  student  gradu- 
ating under  Professor  Riche,  is  overwhelming  evidence  in  favor 
of  his  course,  and  proof  of  the  soundness  of  his  educational 
views. 

The  changes  made  by  President  Riche  were  not  imme- 
diately of  a  radical  character,  nor  did  he  seek  to  introduce  any 
practices  widely  divergent  from  those  already  in  use.  His 
course  of  study  was  a  slow  growth.  Believing  that,  after  all, 
the  efficiency  of  a  school  rested  with  the  teachers,  and  with  the 
teachers  only,  changes  were  made  in  the  methods  of  instruction 
rather  than  in  the  studies  themselves. 

His  efforts  in  this  respect  were  largely  directed  towards 
improving  and  increasing  the  efficiency  of  the  apparatus  pro- 
vided for  the  use  of  the  science  departments.  The  reforms 
were  not  in  any  way  obtrusive.  They  were  so  judiciously 
chosen  and  so  well  timed  that  their  effect  upon  the  school 
was  marked  without  being  revolutionary,  and  the  institution 
reached  a  point  of  efficiency  never  before  attained.  This  ab- 
sence of  display  was  a  feature  of  President  Riche's  administra- 
tion, and,  in  this  respect,  a  sharp  contrast  to  the  policy  pur- 
sued in  the  previous  history  of  the  school. 

As  has  been  said,  while  Professor  Riche's  administration 
was,  happily,  not  a  period  of  momentous  changes,  yet  it  wit- 
nessed many  events  of  more  or  less  significance.  Among  the 
first  changes  made  was  the  reduction  in  the  number  of  studies. 
This  was  followed  by  the  abandonment  of  the  so-called  study 


30 

hours — which,  in  too  many  instances,  were  hours  of  idleness — 
and  the  dismissal  of  the  school  at  two  o'clock. 

One  of  the  important  effects  of  Professor  Riche's  policy  was 
the  placing  of  the  physical,  astronomical  and  chemical  depart- 
ments upon  a  more  efficient  basis.  To  this  end,  the  old  ap- 
paratus, much  of  which  has  not  been  in  use  for  years,  was  re- 
furbished, and  the  already  valuable  cabinets  were  further  en- 
riched by  the  addition  of  new  and  costly  apparatus.  An 
assistant  to  the  department  of  Astronomy  was  appointed, 
while  the  observatory  was  completely  overhauled  and  brought 
to  a  high  state  of  efficiency.  The  results  of  the  observations 
made  at  the  Central  High  School  during  the  transit  of  Venus 
in  1878  were  of  great  value  to  science,  and  won  no  little 
distinction  for  the  school  and  the  talented  observer. 

A  chemical  laboratory  was  also  established.  A  large 
room  in  the  basement  was  fitted  up  for  the  purpose  and  pro- 
vided with  tables,  where  students  could  pursue  independent  in- 
vestigations under  the  supervision  of  an  assistant.  The  de- 
partments of  Physics  and  Chemistry  soon  became  attractive 
features  to  the  students,  and  many  a  successful  chemist  or 
physician  among  the  graduates  will  doubtless  remember  the 
awakening  of  the  love  of  science,  in  the  dim  religious  light  of 
that  basement  laboratory. 

In  connection  with  this  subject,  Professor  Riche  says  of 
his  Course  of  Study :  "  The  school  is  well  supplied  with  appa- 
ratus and  material  for  the  illustration  of  scientific  facts  and 
principles.  While  it  is,  of  course  and  of  necessity,  a  school  for 
general,  as  preliminary  to  special  training,  and  does  not  pre- 
tend to  furnish  a  technical  education,  it  nevertheless  cultivates 
those  practical  tendencies  which  are  calculated  to  prepare  the 
students  for  the  growing  demands  of  a  practical  age.  * 
It  leads  directly  and  legitimately  up  to  the  studies  of  the 
technical  school,  and  its  students  are  well  prepared  to  become 
proficients  in  technical  work." 

A  change  of  great  and  decided  merit  made  by  President 
Riche,  was  the  introduction  of  the  department  of  English 
Literature.  In  previous  administrations  but  comparatively 
little  attention  was  paid  to  this  important  subject,  the  instruc- 


tion  having  been  carried  on  in  a  desultory  way  by  the  already 
overburdened  department  of  Belles  Lettres.  Besides  its  great 
value  for  culture,  the  study  of  literature  tends  to  afford  a  relief 
from  the  strain  of  severe  studies,  and  the  neglect  of  previous 
administrations  to  introduce  it  in  the  curriculum  is  a  matter  of 
surprise.  Of  this  change  Prof.  Riche  says  :  "  A  fair  provision 
is  made  for  literary  culture,  and  it  is  undoubtedly  the  fact  that 
the  graduates  of  the  school  have,  in  innumerable  instances, 
distinguished  themselves  in  those  callings  for  which  it  has  been 
supposed  that  an  exclusively  literary  and  classical  training 
was  required." 

In  February,  1885,  Prof.-Riche  resigned,  to  the  regret  of 
all  the  friends  of  the  school.  He  was  President  of  the 
school  for  upwards  of  nineteen  years,  the  longest  administra- 
tion in  its  history ;  and  in  that  time  thousands  of  students  felt 
the  impress  of  his  strong  individuality.  Possessed  of  rare 
gifts  as  a  speaker  and  having  a  crisp,  incisive  style,  his  ad- 
dresses in  the  school  and  on  commencement  days  and  in  educa- 
tional assemblies,  were  always  listened  to  with  rapt  attention  ; 
while  his  reports  to  the  Committee  and  the  Board  would,  in 
themselves,  form  an  excellent  bodv  of  educational  doctrine, 
not  less  interesting  than  edifying.  By  instinct  and  breeding  a 
gentleman,  Prof.  Riche's  influence  upon  the  students  was  most 
happy.  Many  a  thoughtless  lad  has  been  saved  from  the 
consequences  of  his  mad  pranks  by  Prof.  Riche's  considerate 
kindness ;  while,  of  all  that  eager,  noisy  crowd  that  thronged 
the  hallways  and  blackened  the  school  yard,  there  were  some 
whose  lives  were  changed  by  his  word  fitly  spoken,  many 
who  loved  him  with  all  the  ardor  of  boyish  hero  worship,  and 
not  one  who  did  not  fully  respect  him. 

The  successor  to  Professor  Riche  was  Franklin  Taylor, 
who  was  at  that  time  filling  the  chair  of  English  Literature  in 
the  school.  Although  his  name  headed  the  list  of  the  Faculty 
for  two  years  and  a  half,  he  had  actual  charge  of  the  school 
less  than  ten  months. 

The  main  events  are  yet  fresh  in  the  public  mind.  Pro- 
fessor Hopper  was  appointed  acting  President  during  the  leave 
of  absence  granted  to  President  Taylor,  and  under  his  shrewd, 


32 

careful  management  the  threatened  disintegration  of  the 
school  ceased  and  confidence  was  restored. 

President  Taylor  resigned  in  September,  1888,  and  the 
next  month  Henry  Clark  Johnson,  Professor  of  Latin  at  the 
Lehigh  University,  and  a  distinguished  educator,  was  appointed 
President.  Friends  of  the  school  look  forward  to  the  future 
with  confidence  and  trust. 

This  closes  the  first  half  century  of  the  history  of  the 
Central  High  School.  Its  position  in  the  community  is  now 
established,  and  few  can  now  be  found  who  longer  doubt  its 
efficiency  or  question  its  necessity. 

The  first  popular  misconception  of  the  purpose  of  the 
free  public  school  was,  as  has  been  seen,  the  erroneous  belief 
that  public  schools  were  public  charities,  established  from 
philanthropic  motives.  Later,  this  impression  was  succeeded 
by  another,  less  injurious,  perhaps,  but  none  the  less  mistaken, 
namely,  the  theory  that  the  High  School  was  for  the  benefit 
of  the  rich  favored  few.  Both  of  these  fallacious  theories  have 
happily  been  dispelled,  and  in  thoughtful  minds  the  High 
School  now  is  considered  as  an  essential  feature  of  our  advanced 
civilization.  The  ground  upon  which  the  public  education  rests 
is  that  of  necessity  rather  than  philanthropy.  The  motive 
throughout  is  that  of  self-preservation  and  self-protection,  and 
it  is  upon  this  selfish  basis  that  our  public  schools  are  sup- 
ported from  the  common  treasury.  The  welfare  of  the  nation, 
the  preservation  of  society,  the  perpetuity  of  government,  all 
demand  that  the  education  of  the  young  shall  not  be  commit- 
ted to  random  hands.  No  one  will  attempt  to  dispute  the 
fatally  evil  consequences  of  permitting  a  vast  majority  of  the 
people  to  lapse  into  ignorance  and  illiteracy,  and  yet  it  is  only 
by  the  maintenance  of  free  public  schools  that  such  a  direful 
result  is  avoided. 

As  the  free  common  school  is  of  inestimable  value  in 
preserving  the  national  fabric,  so,  also,  is  the  high  school  in- 
dispensable to  the  completeness  and  efficiency  of  the  educa- 
tional system.  All,  alike,  without  distinction,  are  entitled  to 
the  benefits  of  the  common  school,  but  the  position  of  the 
high  school  is  that  of  a  more  advanced  goal,  to  be  reached 


JOHN   M.   MILLER. 


33 

only  by  those  whose  efforts  and  merits  in  the  lower  grades 
entitle  them  to  the  right  of  further  development  of  powers,  if 
likely  to  prove  useful  to  the  public.  It  is  not  alone  for  mak- 
ing good  citizens  that  public  schools  are  a  necessity,  for  if 
that  were  the  case,  the  lower  grades  might  serve  the  desired 
purpose.  There  are  other  needs  than  of  peaceful,  law- 
abiding  and  moral  citizens.  There  is  great  and  imperative 
need  of  men  who  excel  in  the  arts  and  sciences ;  men  who  are 
able  to  wrest  from  nature  those  secrets  of  most  value  to  man ; 
men  fitted  to  lead  and  direct  in  the  affairs  of  State,  and  ad- 
minister just  and  impartial  government.  Such  abilities  are 
not  the  common  possession  of  all  men,  nor  are  all  men  equally 
endowed  by  nature  with  talents  of  such  an  order. 

Bright  minds  there  are  whose  development  and  cultivation 
is  a  public  necessity  and  duty.  It  is  for  such  that  the  high 
school  is  provided  as  a  means  of  education,  above  and  beyond 
what  is  afforded  by  the  common  school.  The  wisdom  of  pro- 
viding such  institutions  is  obvious,  and  the  profit  to  the  com- 
munity in  actual  dollars  and  cents,  accruing  from  money  thus 
invested,  is  as  much  beyond  doubt  as  it  is  beyond  computa- 
tion. Every  dollar  of  tax  paid  for  the  support  of  the  high 
school  yields  a  manifold  return  in  the  benefits  derived  from 
the  development  and  unfolding  of  the  arts  and  sciences  by 
those  to  whom  the  high  school  has  given  training.  Nor  is 
this  monetary  return  the  sole  province  of  the  high  school. 
Without  its  stimulus,  the  common  schools  would  fall  far 
below  the  line  of  their  possible  accomplishment,  and  fail  to 
make  that  constant  progress,  without  which  usefulness  soon 
turns  to  inutility.  It  is  the  high  school  that  furnishes  to  the 
common  schools  the  needful  standard  by  which  progress  may 
be  gauged  and  adjusted.  Universities,  colleges,  and  other  pri- 
vate institutions  of  learning  have  spheres  of  usefulness  ;  but 
their  presence  in  any  number  can  never  affect  the  position  of 
the  high  school  nor  lessen  the  necessity  for  its  existence.  The 
work  of  the  private  schools  is,  in  its  way,  productive  of  re- 
suits  quite  comparable  to  those  of  the  public  schools  ;  but  the 
private  school  rests  upon  a  basis  other  than  national  necessity. 
It  can  never  be  held  to  the  responsibility  which  attaches  to 
the  high  school. 


34 


In  its  application  to  the  Central  High  School,  the  rule  still 
holds  good,  that  "  whatever  is  worth  doing  at  all  is  worth  doing 
well,"  and  not  only  well,  but  in  the  best  possible  manner. 
Mere  principles  of  business,  which  are  too  rarely  considered 
in  such  connection,  would  demand  that  a  high  school  to 
which  is  delegated  such  important  functions,  should  be  pro- 
vided with  the  best  that  the  world  affords  for  the  furtherance 
of  its  objects,  not  only  in  its  equipment  and  apparatus,  but  in 
its  staff  of  instructors.  It  is  not  enough  for  a  high  school  to 
follow  in  the  wake  of  public  demand,  it  should  strive  to  lead 
and  shape  that  demand  in  the  most  advantageous  direction. 
The  high  school,  above  all  other  institutions,  that  does  not 
progress  but  merely  holds  its  own,  does  not  properly  fill  its 
intended  position,  nor  does  it  rightly  discharge  its  duty  to  the 
public  from  which  it  derives  its  support. 


' 


C  84400 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 


